Botanical Illustrations

Central Focus

Students will be introduced to Botanical art by introducing the artist John James Audubond.  Students will learn how art can be used in a scientific purpose rather than expression. 

Lesson Summary and Rational.

Students will be introduced to Botanical art by introducing the artist John James Audubond.  Students will learn how art can be used in a scientific purpose rather than expression.  Students will be choosing from fake plants and casting the plants in plaster.  The plants would be casted by plaster strips or plaster on wax paper.  Once plants are casted, students will water color and use colored pencil to document the plants that they casted.

The rational for this lesson is for students to understand that art is used in different subject areas such as science.  Additionally, that art can be used for documentation purposes and references to history.

Lesson Objectives

·      Students will introduced to Botanical Art

·      Art can be used for documentation

·      There is more than one way of documenting information besides drawing

State Standards

6^th Grade

·      4PR Apply art and design principles in the construction of three dimensional artworks

7^th Grade

·      4PR Apply art and design principles in the construction of three dimension artworks

·      5RE Identify professions that art and design, and explore the relationship between art, technology, and industry

8^th Grade

·      2PE Develop awareness and articulate various functions of art

Learners with Exceptionalities

I will make myself aware of anyone on IEPs and address individual issues; with continuous assessing of students.  I will demonstrate step by step while explaining and demonstrating at the same time. 

Assessments

Pre-Assessment

·      Ask students what does the word Botanical mean?

·      How was images documented before technology?

Formative Assessment

·      As students are doing project, I will assess any common issues that students are having and address together as a class

Summative Assessment

·      Final Product

Procedure

Day 1: Part 1: Introduction

·      Pre-Assessment

o   Ask students. . .

§  What does Botanical mean?

§  How are things documented before technology?

·      Talk about the art of Botanical Art and what is it

·      Introduce the Artists John James Audubond

·      Why was he important?

o   Documented American birds

o   Started bird tagging

Part II: Demonstration

·      Take a piece of wax paper or ceramic wrap and pick out an assortment of fake plants

o   Tell students how the plants should be facing upside to get the best impression

If with Plaster Strips

·      Take the cut out plaster strips and soak each strip in water

·      Use multiple layers depending on the kind of plant of that student uses

If with plaster or plaster like material

Have students place plaster material in a pie pan and then take the plants and press facing up or down depending which side will get a better relief and set up over night.

·.

Day 2: Demonstration

·      Talk to students about how to create a style of painting that would be from time frame that botanical art would be used by using color pencil and water color

·      Tell students to use color pencil to go over line detail,

·      Explain to students how to use water color

o   What happens when you add water and don’t add water

o   Let water color naturally drip through the cast and apply different tones of color

·      Explain to students where do they see botanical illustrations and how we are documenting plant life.

Student Examples with Plaster Strips

Multi Media Mosaics

Multi-media Collage Mosaics

Central Focus

Currently, the seventh graders are learning about Mosaics in their social studies class while learning about the Roman Culture.  By integrating their social studies class into art class will help students start to understand the art history of the Roman culture. 

Lesson Summary and Rational

The summary of the lesson is that students will be introduced to the art history of mosaics from the Roman culture.  Students will be making a design that they want to do by the inspiration of Roman culture.  Students will draw out the full scale of their design.  Then students use their creativity to find magazine pictures with the colors they would like to use and make their own mosaic by using magazine picture/ tissue paper and any other media that they find appropriate for their personal design. 

The rational for the lesson is to integrate social studies class into art class by doing a mosaic project and how the process is used in Italian/Roman Mosaics.  Students will have the opportunity to problem solve to find the materials to complete their assignment. 

Lesson Objectives

·      How does this project intertwine with your social studies class?

·      Using a variety of materials to accomplish completed mosaic

·      Students will problem solve composition of mosaic

State Standard

·      1RE Speculate about an artist’s intentions and message in the work using relevant references to the work

·      6RE Develop and use criteria to guide reflection and assessment of selected personal artworks

Different Learning Styles

As I introduce project, I will verbally, and show how to do the project.  I will continuously assess the class as they do their project.  I will address individual needs as well as all class needs as project progresses.

Assessments

Pre-Assessment

·      Show image of a mosaic and ask students where have they seen it before?

Formative Assessment

·      I’ll tell students that I know that they are learning about Italian/Roman cultures and how mosaics are used in their culture

·      I will show examples of design of mosaics from Roman/Italian culture

·      I will show modern examples of mosaics

Summative Assessment

·      Final product

Procedure

Day 1: Introduction to project

·      Pre-Assessment

o   Ask students where they have learned about mosaics before?

·      Show students images of mosaics from Italian/Roman culture

o   Ask about some common themes that they see?

·      Go over some of the art history of Mosaics and how learning about Mosaics relates to their Social Studies curriculum

·      Show students modern mosaic artists to inspire ideas

Demonstrate: Project

·      Explain to students that they get to design their own mosaic with inspiration from what we looked at together

·      How we make it a mosaic?

o   We are going to take a black piece of paper or any colored desired as the background

o   We are going to cut out segments of their sloppy copies by color

·      Explain to students to make it a mosaic they are going to take the individual color cut outs and fill it with different shaped mosaic tiles

o   They may use

§  Magazines

§  Construction paper

§  Watercolor paper

§  Tissue paper

·      Tell students to think about their composition and negative space being used in the mosaic

Student Examples:

Landscape Silhouettes

Central Focus

Students will be introduced to silhouettes the history of silhouettes and how they are used today.  Instead of doing portrait silhouettes students will be creating their own landscape such as (City, Country, and Forrest).    Students will learn different ways of breaking down shapes and transforming into an object.

Lesson Summary and Rational

The summary of the lesson is that students will be creating a landscape using black silhouette technique that will be personal choosing of a cityscape, country, and forests.  Students will be water coloring the back ground and have a point where the sun is rising, setting or middle of the day, while choosing day or night. 

The rational for the lesson is for students to be introduced to the history of making silhouettes and how they apply in art in modern day.  While students are creating the project, students will have to problem solve how to make the shapes of objects and assembling them together in a composition.  Another rational for the lesson is for students to think about the placement of the sun during the day and what color they would want the sky to match the landscape of their silhouette. 

Objectives

·      Students will be introduced to the history of silhouettes

·      Students will be introduced to a modern day artist who uses silhouette techniques

·      Students will problem solve the kind of colors that the time of day they want their silhouette to be, and the placement of the sun during the day.

State Standards

3PR Generate ideas and employ a variety of strategies to solve visual problems.

1PR Identify, select and vary art materials, tools and processes to achieve desired results in their artwork.

Differeated Learning

Advanced Learners

Encourage students to think about other elements of landscapes like middle ground and background to advance their project.

Slow Learning

I will go around to each individual students to help them with any questions including redoing any demonstrations and being aware of students with IEPs.

For Every student, students will get a Lunch Menu to help students plan their own project.

Lunch Menu

Appetizer

Silhouette Landscape

Entre

(Must pick one)

·      City Scape

·      Country side

·      Forests

Side dish

(Pick 1 or 2)

·      Trees

·      Animal

·      Ground

·      Buildings

·      House

Dessert

·      Sunrise

·      During the day

·      Sunset

·      During the day

Materials

·      Watercolor

·      Paper

·      Paint brushes

·      Black paper

·      Scissors

·      Lunch Menu

·      Power Point

Pre-Assessment

·      Ask students if they have heard of a silhouette

Formative Assessment

·      Go around classroom to ask students their plan from their lunch menu

Summative Assessment

·      The final product from students

Procedure

Part 1: Introduction

·      Students will be introduced to the definition of silhouette

·      Students will learn about the artist Cindi Harwood Rose and her modern art

·      Students will see examples of silhouettes for ideas and discuss what elements of art they see in each

Part II: Demonstration

·      Show student examples of different times of the day with different landscapes

·      Gather students around one of the tables and go over water color techniques

o   Show students how to add water to make color lighter

o   Show students if they want more color add more paint

§  Tricks to spreading watercolor

·      Spreading water on paper then painting

·      (I will also walk around with a squirt bottle to help students out.)

§  Tell students about adding salt and what salt does to water color once the water color dries

o   Show students where the sun/moon should be placed on painting

§  Tell students to try to plan their silhouettes around the sun or moon

§  Remind students blending of water colors to look realistic

o   Explain to students it’s an option to add a middle ground to add more detail to silhouettes

Part III: Silhouette demonstration

·      Tell students to think about what shapes make an object

·      Tell students to use light pencil when cutting out shapes

·      Think about Composition

Part IV: Planning

·      Before students start hand out lunch menus with scrap paper

·      Lunch Menu and scrap paper must be approved my teacher

        

Chalk Board Display




Student Examples