4 sessions; 40 minutes per session

1.SWBAT enlarge a shape using a view finder.
2. SWBAT use a color wheel to determine the colors to use when coloring the eye.
3. SWBAT tell the difference between realistic and abstract art.
4. SWBAT determine the artists perspective when looking at various pieces of art.
5. SWBAT identify and create repetition, unity, and pattern in their drawing.
6. SWBAT blend and layer colors using crayon.

1. Pencils
2. Erasers
3. Images of tigers in which the eye is clearly seen.
4. Crayons
5. Paper
6. View finders
7. Images of Matisse's,Van Gogh's O'Keeffe's and Esher's work.

Need these materials? Visit Blick!

WEEK 1
1. I can draw a tiger eye.
2. Discuss how artists see things/different perspectives. Show a slide of Esher's work. Have the class discuss it in small groups. Discuss the perspective. Where was the artist standing when he was looking at this? Do the same for O'Keeffe's tree.
3. Tell the class they will be drawing a very close perspective of a tiger's eye. They should add in as many details as possible. Demonstrate how to do this by using a view finder that is small but proportionate to their paper so that it can be enlarged.
4. Give them time to work.
5. TAG review with a neighbor. Tell something you like, ask a question, give a suggestion.

WEEK 2
1. I can color the tiger by blending and layering colors.
2. Show a piece of Matisse's work from his Fauve period.
3. Have them discuss in small groups why the artist would use so many colors on the face. ASK: How do you think people reacted to this kind of work? Why? Why do you think he used so may colors? Does the work look more realistic or abstract ? Why? Why do you like or dislike this piece of art? What else would you like to know about Matisse? (These questions can be written ahead of time and each group can be given a question to discuss in a small group then discussed with the class)
3. Tell them that they will color in the orange parts of the tiger and the black parts of the tiger with orange and black, but they should make sure to leave all the white alone.
4. At the end of class have them share one thing with a partner that will improve next time they come to art.

WEEK 3
1. I can color my work by blending and layering colors.
2. With a color wheel on the board have the students in small groups write down the warm group of colors and the cool group of colors. Show Van Gogh's Sunflowers and Starry Night. Ask: Which painting gives you the feeling of warmth? Why? Which make you feel cool or cold? Why? Discuss the two paintings and how artists use color. What is the difference between Matisse's Fauve Period and VanGogh's work? They can compare and contrast this in small groups, by writing(if writing needs to be included in the lesson) or by using a Venn Diagram.
3. Tell them they will be blending and layering colors on top of each other. Ask them to pick a cool color,to color in the white areas of the tiger eye. Using color wheels they should add a highlight to the center of the cool color that is on either side of the cool color they picked, whichever color is lighter. Example, blue would have purple and green on each side. Green is lighter than purple so they would use green for their highlight if they chose blue as their cool color. They will also highlight the orange area using yellow.
4. Rubric if finished. I like to give one extra class of work time to make sure everyone finishes.
5. This lesson is done with the color wheel with 6 colors. Students can also learn/review primary and secondary colors or to extend it to make it more challenging to include the tertiary colors. Students who finish should shade in areas of their work. Red can be used to shade the edges of the orange and the adjacent color to the cool color can be used to shade the cool area. Encourage them to add a little shadow under the eyelid and some highlight colors to the eye.

PLEASE SEE PHOTOS/attachment

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[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[5-8] Students know and compare the characteristics of artworks in various eras and cultures

[K-4] Students understand there are different responses to specific artworks

[K-4] Students understand there are various purposes for creating works of visual art

[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures

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

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

M.C. Escher, Vincent van Gogh, Georgia O’Keeffe, Henri Matisse

Abstract Art, Conceptual Art, Fauvism, Post-Impressionism, Realism

Color/Value, Contrast, Emphasis, Proportion/Size, Rhythm/Pattern, Space, Unity/Harmony, Variety

Crayon, Paper, Pencil

History/Social Studies

Tiger Eyes 21.pdf