2 sessions; 55 minutes per session

1. SWBAT demonstrate 8 watercolor resist techniques over the course of 1 class period
2. SWBAT identify 8 watercolor resist techniques by labeling each box with a different technique
3. SWBAT analyze the most effective resist by testing 8 techniques
4. SWBAT predict at least two other media would work to resist watercolor
5. SWBAT demonstrate previous knowledge of watercolor washes

1. Paper
2. Glue
3. Rubber cement
4. Masking fluid
5. Crayon
6. Oil pastel
7. Tape/stickers
8. Salt
9. Watercolor Paper
10. Pen
11. Watercolor Brush
12. Cups of Water

Need these materials? Visit Blick!

Launch/Warm Up:
Teacher will show Albrecht Dürer’s work on Pear Deck (see "Related Resources" below) and ask students what watercolor techniques they think he used in his work. Explain what a resist means and what it would be used for. Show examples of watercolor resist, and resists in other media.

Instructional Steps:
•Have students use devices to view simple directions and key terms and place a worksheet with directions and key terms on each table.
•Students will draw eight boxes and label each box with a different technique: salt, crayon, masking fluid, etc.
•First person finished from each table grabs materials for their table.
•Teacher will gather students at one table and demonstrate each of the watercolor techniques to the class in labeled boxes, one at a time. Reference
•Use resist media to create simple shapes or patterns in each box.
•Create a wash in each box to show resist.
•Ask students to make predictions, "What do you think will happen when I sprinkle salt on top of the watercolor?"
•After demonstrating a technique, allow students 5-10 minutes to complete that box. Come back together and demonstrate the next technique. Allow students 5-10 minutes to complete that technique.
•Repeat until all 8 boxes are completed.

Wrap-Up/Closure:
Have students answer essential question(How do resist techniques benefit the use of watercolor? Give examples.) on an exit slip, or ask the class the essential question and have a group discussion.

Students will be graded on a 1-4 scale in 3 categories:
1. Craftsmanship
2. Organization
3. Completeness
4. Time management

Website with technique steps and how-to videos: http://leighannebraderarted.weebly.com/watercolor-resist-techniques.html

PearDeck Warm-up:
https://drive.google.com/file/d/0B5-18IKOg7kbWHZVUjJLUWhycFE/view?usp=sharing

Feel free to contact me with questions or comments about this lesson plan!

[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 select and use the qualities of structures and functions of art to improve communication of their ideas

[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

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

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

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

[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

Renaissance, Regionalism, Impressionism, Post-Impressionism, Contemporary Art, Arts and Crafts Movement, Ancient Egypt, American Art, Abstract Art

Texture, Movement, Line, Color/Value

Crayon, Mixed Media, Watercolor

Science, History/Social Studies

Watercolor Resist.docx