3 sessions; 45 minutes per session

1. SWBAT define contour line.
2. SWBAT use contour line to draw a plant or other natural object.
3. SWBAT create at least 3 values of one color of a comp. color set.
4. SWBAT find and cut out various colors from a magazine of the alternate color in the comp. set.
5. SWBAT to create a collage of magazine colors using liquid starch.
6. SWBAT to create a cut paper positive image of their contour line drawing.
7. SWBAT assemble their 2 pieces together.

1. Scissors
2. Liquid Starch
3. Magazines
4. 2 9"x12" tag board
5. Paint brush
6. Tempera Paint
7 . Natural items ( I used plants)
8. Glue
9. Ruler

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1. Cut out thin rectangles of magazine color in one of the 2 comp. color sets.
2. Adhere them to the 9"x12" tag using liquid starch. Set aside to dry.
3. Create at least 3 values of the alternate color in the comp. color set using tempera paint.
4. Cover the other 9"x12" tag with this paint. Do not over mix the colors on the tag board.
5. When the painted paper is dry, trace the width of a ruler around the perimeter of the paper. Do this on the back.
6. Create a contour line drawing of a natural item. The item must touch all 4 sides in some way.
7. Use scissors to carefully cut away all negative space.
8. Glue the painted paper to the now dry magazine collaged paper.

The image is sideways. I could not get it to rotate!

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students compare multiple purposes for creating works of art

Balance, Color/Value, Contrast, Emphasis, Proportion/Size, Shape, Texture

Collage, Drawing, Mixed Media, Painting, Paper, Paper Mache, Tempera