9 sessions; 45 minutes per session

SC Visual Arts Standards for 4th grade

1. Students will be able to use a variety of media- pencils, markers, liquid watercolors- and watercolor techniques to communicate ideas through their artworks 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 paints, 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 James Audubon 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)
• Liquid watercolors
• Watercolor brushes with assorted bristles
• Cups for water
• Permanent black markers
• Rulers
• Wildlife photographs (I use Zoobooks and National Geographics)
• John James Audubon Blue Heron (included)
• Scissors
• Paperclips
• Plastic cups with lids (to store watercolors)
• Sponges (for cleaning)
• A few crayons and oil pastels
• Drying rack

Need these materials? Visit Blick!

Day 1 (45 minute period)
Objectives:
• Students will be able to describe how different media, techniques, and processes grab the attention of a viewer of an artwork
• Students will be able to demonstrate a knowledge of the connections among the content of visual arts and science
• Students will be able to identify specific artworks and styles as belonging to James Audubon
Instruction:
Give a brief overview of wildlife conservation and what causes animals to become endangered. Define “conservation.” Talk to students about the types of wildlife that live in their local community, and ways that we can help conserve wildlife and their habitats.
Discuss: Show the powerpoint with John James Adubon’s The Blue Heron, 1827. Questioning: What do you see in this artwork? What grabs your attention in this artwork? (The heron) How much of the paper does it fill? Why do you think this is the largest shape? (To get our attention). Can you tell what kind of bird this is? (Blue Heron). Do we have Blue Herons in (name your location)? What did the artist do well? Why might John James Audubon have created this artwork? Give a brief history of John James Audubon: He was a leader of bird conservation. He traveled the United States documenting birds with his realistic paintings. Back then they didn’t have the internet to find out what kind of species lived in other places: Audubon helped to document and record bird species of his time.

Demonstrate: Students will pick an animal of their choice out of magazines or books. It should be an endangered species or a wildlife animal found in South Carolina (or your state-discuss what that entails, for it to be endangered). Students will cut the image and paperclip it to their sketch paper to keep over the course of the project. Write names on the back with Sharpies. Demonstrate selecting a colored, realistic picture of an animal. Students should select an animal before the class is over.
Day 2 (45 minute period)
Objectives:
• Students will be able to select and use subject matter and ideas to communicate the importance of wildlife conservation
• Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks.
Introduction: Review endangered species and John James Audubon. Define “conservation” and “endangered.”
Demonstration: Demonstrate drawing our chosen animal onto the smaller sketch paper, breaking it into shapes first if necessary. Example: Oval for the body, circle for the head, rectangles for the legs. Demonstrate drawing a very simple background (this does not have to be the same as in their picture, but should be realistic). Talk about habitat- where would our animal live? Focus on proportion, details, and an interesting composition. After the animal has been drawn lightly- it should fill most of the page and be bigger than the student’s hand- then add details like faces, textures, fur, spots, etc. Make sure at the end of class students put their names on everything and paperclip their sketch and photograph together.
Day 3 (45 minute period)
Objectives:
• Students will be able to use art supplies in a safe and responsible manner
• Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks.

Instruction:
Once students have completed their animal sketches, we will transfer these drawings to our big paper. Demonstrate how to create a grid over the sketch. Fold in half then fold in half again. Fold in half once more, to create eight equal sized boxes. Use a ruler to create light lines over the folds and your drawing, showing the eight boxes. Then show how to do the same thing on a large white sheet of paper and divide the large paper into eight boxes (this will be our final artwork). Remind students to grid lightly, as they will be erasing these lines eventually. Demonstrate drawing an enlarged animal proportionate to the sketch they made. Each bigger box should contain the same things as the correlating box on the smaller sketch. The grid helps us to keep everything in proportion. Check artworks as students are working- if something is not in the correctly aligned box, it has to be erased and tried again. At the end of class, I review grids, composition, enlargement, and Audoban when selecting tables to line up.


Day 4 (45 minute period)
Objectives:
• Students will be able to use paints, markers, rulers, and pencils in a safe and responsible manner
• Students will be able to use a variety of media- pencils, markers, liquid watercolors- and watercolor techniques to communicate ideas through their artworks
Instruction:
Re-demonstrate creating the grid and stress its importance. The final drawing should look even better than the original sketch! I then have the students check with me and I make sure their grids are lined up and that details and finishing touches have been added. Demonstrate outlining in permanent marker once the drawing is approved. Students should do this slowly and neatly. Do not create any new lines; only go over lines that have already been drawn. Obviously, we are not tracing our grid- that can be erased after the drawing has been approved. Display an example grid. For clean up, students should paperclip all of their materials together. At the end of class, review grids, composition, enlargement, and Audubon.
Day 5 (45 minute period)
Objectives:
• Students will understand techniques and processes involving chalk pastels
• Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks.
• Students will use art materials in a safe and responsible manner

Teacher Set Up (For each time you paint): The most difficult part of this project is probably set up and clean up. To set up liquid watercolors, I use a copy box lid and the little circular plastic cups that each has their own lid. In each cup I put a color and write the name of the color on the corresponding lid. Then I add water. I also put a few crayons, a plastic cup of salt, and some brushes in each box. This way each box is already prepared with paint, brushes, and additional materials for each table of students and will not need to be set up each day- it will be there and waiting for you. The most you will need to do is add a little more paint occasionally.

Instruction:
Show a variety of watercolor techniques: wet on wet, sponging, salting, crayon resist, pastel resist, Spotting, dry brush, etc. Students must experiment with watercolors before using them on their artworks. The students will fold their paper to create eight boxes. A different watercolor technique should be shown in each box. All students will do watercolor techniques on this day, regardless of how far along they are in sketching. Review vocabulary and artwork requirements. Display techniques sheet.
Wet on Wet: First, add just water to your paper. Then, add a dot of paint. It creates a sort of tie-dye effect.
Sponging: Use a sponge brush or wadded paper towel to create textures
Salting: Paint an area. While the paint is still wet, add a pinch of salt. Allow to dry.
Crayon/Oil pastel Resist: Draw something with crayon. Then paint over it and watch the paint be pushed away!
Splatter: Get paint on your brush. Hold it VERY CLOSE to your paper. Gently tap the brush. Watch the paint splatter everywhere!
Dry brush: Create marks with your paint until the brush runs dry.
Graduated: Make a color go from dark to light by slowly adding water to the bottom and stretching it out.
Glazing: Paint a block. Let it dry. Then paint on top with the same color. Use glazing techniques to make your colors more intense/dark.

Painting Clean Up (Each class): For clean up, I always save ten minutes during any painting project. I have helpers that do various jobs around the room- collect and pass out supplies, hold the drying rack up, a sink monitor, etc. For painting clean up I call students by tables to bring their artworks to the drying rack, wash their hands, and take off their paint shirts. The remaining students should be busy organizing their table- putting lids on paints, sponging any messes, and paper clipping any of their artworks together, with the wet artwork on top). Also, make sure names are on the back of their papers!
Day 6 (45 minute period)
Objectives:
• Students will be able to use paints, markers, rulers, and pencils in a safe and responsible manner
• Students will be able to use a variety of media- pencils, markers, liquid watercolors- and watercolor techniques to communicate ideas through their artworks
• Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks.
Instruction:
Demonstrate painting artworks, starting with background. Start by placing color bordering your animal, then spreading it gently into the larger areas. In the background, students may use a graduated technique, salting technique, or a wet on wet technique. Mix two or three analogous colors together for the background. Show students a color wheel and explain analogous colors (colors that are side by side on the color wheel). Demonstrate what will happen if colors are not analogous (they will make a new color or make a neutral or muddy brown).
Day 7 (45 minute period)
Objectives:
• Students will be able to use paints, markers, rulers, and pencils in a safe and responsible manner
• Students will be able to use a variety of media- pencils, markers, liquid watercolors- and watercolor techniques to communicate ideas through their artworks

Instruction:
Demonstrate painting the animals using very light, transparent colors. Glaze your colors to layer on and create darker colors. Use dry brush for details. Show students why their backgrounds must be dry before painting the animal (otherwise the colors will blend into each other when you do not want them to). Demonstrate creating light washes such as grays and light blues.
Day 8 (45 minute period)
Objectives:
• Students will understand techniques and processes involving watercolors
• Students will be able to show different values through their artworks.
• Students will use art materials in a safe and responsible manner

Instruction:
Demonstrate creating a light source, adding tints (lighter areas) and shades (darker areas) with the watercolors. Remind students to use dry brush techniques for details such as texture and lines. Display Ppt. with Audubon's artwork focusing on tints and shades. Go in and show students different tints and shades on his artwork and discuss how they add to the detailed and realistic feel of the piece.

Day 9 (45 minute period)
Objectives:
• Students will understand techniques and processes involving watercolors
• Students will be able to show different textures through their artworks.
• Students will use art materials in a safe and responsible manner

Instruction:
Fisrt, I have students complete a self response/ assessment sheet, paperclip it to the back of their paintings, and then finish their artworks. This is the LAST DAY! Explain how to fill out the self response which contains both multiple choice and short answer. Then students will assess themselves on the back. Make sure students do this first, and then they can add texture to their artworks. This will require a completely dry artwork, or the paint will spread. Use dry brush to add small, thin lines to show things such a fur, veins in the leaves, claws, etc. etc.

Self assessment, quiz and rubric included

John James Audubon "The Blue Heron"

This is an intensive study in watercolor techniques with amazing results! My students do this every year to submit into the Southeastern Wildlife Exposition in Charleston each year.

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

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

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

[K-4] Students describe how different materials, techniques, and processes cause different responses

[K-4] Students use visual structures and functions of art to communicate ideas

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students explore and understand prospective content for works of art

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

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

[5-8] Students describe and place a variety of art objects in historical and cultural contexts

[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

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

Watercolor

Science

Watercolor Wildlife Artworks with John James Audubon.docx