8 sessions; 45 minutes per session

South Carolina Standards Met:
1. Students will be able to use a variety of media- pastels, markers, pencils I.B
2. Students will be able to describe how different media, techniques, and processes grab the attention of a viewer of an artwork I.A
3. Students will be able to use pencils, markers, rulers, and pencils in a safe and responsible manner I.C
4. Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks. II.B
5. Students will be able to select and use subject matter and ideas to communicate the importance of wildlife conservation III.A
6. Students will be able to identify specific artworks and styles as belonging to Serge Lemonde IV.A
7. Students will be able to complete a self reflection of their artworks, assessing themselves and suggesting improvements that could be made V.B
8. Students will be able to demonstrate a knowledge of the connections among the content of visual arts and science VI

• Sketch paper (9x12)
• Large white paper (11x14, 80lb. white sulphite)
• Chalk Pastels
• Permanent Markers
• Rulers
• Wildlife photographs (I use Zoobooks and National Geographics)
• John James Audubon Blue Heron (included)
• Scissors
• Paperclips

Need these materials? Visit Blick!

Included is a self assesssment with student response and rubric

[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

[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

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

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

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

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

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

Pastel

Science

WildlifeLP.docx