9 sessions; 50 minutes per session

Swbat use visual imag s to convey invented message.
Swbat work together to share ideas and resources.
Swbat create a composition that displays unity, variety and emphasis.

12 x 18 drawing paper
Map of current community
Glue
Scissor
Magazines
Paking tape
Liquid watercolor or ink
Spray bottles
Templates, stencils, French curves
Paintbrushes
White acrylic paint
Sharpies
Colored pencil
Foam core

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1. Rip and glue pieces of a map page to the 12x18 drawing paper.
2. Student will research a place they want to travel and have a minimum of three images to draw free hand onto the paper with the map. They will also add a selfie. Since we do so many self portraits, I allowed student to send me a picture that I printed and we used graphite paper to transfer the image. This create can opportunity to try out different materials.
3. Using diluted liquid watercolor students experiment with different textures and techniques including stencils and spray bottles, dripping, and blowing paint with a straw. I have rolling pins with bubble wrap to roll in paint as well. Be careful not to have colors too dark or opaque so you can still see the map and pencil drawings beneath.
4. Trace pencil drawings with sharpie and bring back white with acrylic paint. This is when we discuss unity variety and emphasis in greater detail. Students must each address how best to complete thier pieces.
5. Glue while collage onto a larger sheet of poster board.
6. Students will add magazine pictures by gluing, tape transfer or gluing into a smaller sheet of poster board cutting and attaching with foam core so they are 3D. I encourage students to break outside of the boarders.
7. Students use colored pencil to emphasize the most important areas.

Students complete various peer reviews throughout the project.

1. Pair and share: when the drawing is mostly complete students share with the person sitting next to them. Without explaining what they are creating. The partner describes everything they see and attempts to guess where the creator is traveling. Then they discuss if they were correct or not and what could be strengthened, changed or added.

2. When the paint is completed and most of the tracing a group of four will vote which project best meets the goals explain why and how they can apply what that student is doing to thier project.

3. Final statement: when the project is complete the student will write a short statement explaining what they have created. They will identify and explain their use of unity, variety and emphasis or explain how they could have incorporated them if they are not present.

It can be challenging to keep everyone at the same pace. I like to have all students complete the paint activities on the same day even if they are not done with the drawings. Students working fast can start with the sharpie before painting. I also like to limit the time they are allowed to look in magazines. I gave them one half of a day at the beginning to reasearch and another class period at the end. Anyone who had not made wise time choices could later pick fro scrap pictures to complete the collage.

[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 employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

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