Students are introduced to the artist, Alison Murray Whittington who is known for her watercolor fantasy maps. Students learn parts of a map and their imaginations to create their own fantasy maps.
29 Keeps,
10 Likes,
0 Comments
THE PLAN
1. Students will learn about cartography and the parts of a map to include them in their artwork.
2. Students will learn about the artist Alison Murray Whittington and create maps in her style.
3. Students will demonstrate watercolor techniques including using salt to create texture.
PowerPoint
examples of maps
pencils
markers
watercolors
black sharpies
salt
12 x 18 watercolor paper
watercolor pencils
handouts
compass
rulers
1. Show 2 teacher-made PowerPoints, one on cartography as a review that includes map symbols, compass rose, types of maps, legends/keys, pirate maps, early explorer maps, sea monsters and ship drawings. The other PowerPoint intoduces the artist, Alison Murray Whittington with examples of her artwork.
2. Students brainstorm ideas for the map and come up with a tittle and theme.
3. Students use their imaginations to draw their maps. I remind them to include pictures such as buildings, water, and landforms as well as labeling the parts of their map with neat, legible handwriting. I demonstrate how to create a compass rose using a compass. Students are given a handout that has words for different landforms and water, icons and map symbols, ships, and a variety of other images they may want to include on their maps that they can use as a reference.
4.Students outline with black sharpies using thick and thin lines.
5. Students use watercolor pencils, watercolor to add color to their maps. Students may sprinkle salt on wet color to create texture.
Did the student brainstorm ideas in a preliminary sketch?
Did the student create a title, compass rose, border, map labels, landforms, and waterforms?
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places
[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
Share!
Comment!