In the first lesson, “Watercolor Techniques Painting,” students utilized 16 different watercolor techniques to create a unified watercolor painting. This assignment was meant to allow students time to experiment, play, and familiarize themselves with the watercolors. They were allowed to create a representational image or a non-objective image. I demonstrated 16 different watercolor techniques and then the students practiced some of them if they desired in their sketchbooks. Then they just started on their paintings and experimented with all the different techniques and found ways to unify them within their paintings.
In the second lesson “Imitating Illustrators,” students identified a watercolor illustrator’s style and they will imitate an illustration or the style of the artist. Students were required to bring in three different children’s books painted in watercolor or images of watercolor illustrators. They then observed Tim Burton’s illustrations and discussed what elements composed his artistic style. Then students answered the same questions over two illustrator’s of their choice and then picked one to imitate. Students were allowd to trace their images so they could focus more on the painting and not the drawing, or they could alter the image somehow, still representing the artist’s style. They focused on the texture, patterns, line quality, colors and the painting style of the illustrator in order to better imitate their work. Students imitated these illustrators so they could experience different ways to use watercolor techniques.
In the third lesson, “Painted Recollections,” students will illustrate a nightmare, dream, daydream, or childhood memory that is very vivid to them. They first had to write about a nightmare, dream, daydream or childhood memory that they could see very clearly in their heads. They then had to circle all of the imagery within their stories and bring in references for the imagery that was most vital to their stories. They were required to use these references in the final painting, but had to exaggerate them in some way to create a more effective illustration. They were allowd to use a few mixed media materials such as pencils, watercolor colored pencils, pens, and white acrylic (for highlights). The finished illustration needed to tell a story and include various watercolor techniques.
Relevance of the Topic of Content Standards and Within Curricular Sequence:
Standards and Grade Level Expectations:
1. Visual art has inherent characteristics and expressive features
2. Historical and cultural context are found in visual art
3. Art and design have purpose and function
1. Reflective strategies are used to understand the creative process
2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes
3. Interpretation is a means for understanding and evaluating works of art
1. Demonstrate competency in traditional and new art media and apply appropriate and available technology for the expression of ideas
2. Assess and produce art with various materials and methods
3. Make judgments from visual messages
1. The work of art scholars impacts how art is viewed today
2. Communication through advanced visual methods is a necessary skill in everyday life
3. Art is a lifelong endeavor
Prepared Graduate Level Competencies (PGC's):
Comprehend: - Make informed critical evaluations of visual and material culture, information, and technologies - Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives - Recognize, articulate, and debate that the visual arts are a means for expression - Analyze, interpret, and make meaning of art and design critically using oral and written discourse
Reflect: - Critique personal work and the work of others with informed criteria - Use specific criteria to discuss and evaluate works of art - Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics)
Create: - Develop and build appropriate mastery in art-making skills using traditional and new technologies and an understanding of the characteristics and expressive features of art and design - Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research - Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
Transfer: - Transfer the value of visual arts to lifelong learning and the human experience - Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas
Significance of Topic:
Globally: Having students imitate professional and universal artists helps them have a larger mindset for artistic careers and roles in society. By imitating professional artists they will also gain confidence because they will try a different artistic style and understand that there are various artistic styles in the art world. Students will also gain the skill of telling a story through visual techniques and through different painting styles.
Personally: I created this unit because I illustrated a children's book and I got my BFA in painting. Because of my experience with these subjects I knew I would be excited to teach these lessons and so the students would be more likely to be engaged. Much of my work is childlike, illustrative and exaggerates references so I had an emotional connect with the subject as well. I also have found from experience that even high school students have many connection with their childhood, memories and their books they read when they were small.
For this population: Students in high school could easily connect with this subject and topic because nearly all of them have seen or have an emotional attachment with illustrative images, whether they know it or not. Allowing students to imitate the painting styles of illustrators instead of master painters or other painters, made i more accessible and seem easier. This assignment was also more accessible or students to work on because they could choose which illustrators they wanted to imitate and how they wanted to imitate them.
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