Watercolor Identity Lesson
For this assignment the students were asked to create a watercolor painting that conveys their identity as an artist and person. Their final project could be realistic or abstract, but the student must be able to justify his/her decisions.
LESSON PLAN (doc)
IDENTITY POWERPOINT (PowerPoint)
WATERCOLOR POWERPOINT (PowerPoint)
WATERCOLOR PROJECT SHEET (doc)
WATERCOLOR EVAL SHEET (doc)
THE OBJECTIVES
The student will be able to experiment with different techniques of watercolor and implement the appropriate technique in his/her final piece. (Bloom’s: Apply, Standard: Comprehend, GLE: Visual art has inherent characteristics and expressive features)
The student will be able to create a water color painting that thoughtfully illustrates the concept of identity. (Bloom’s: Create, Standard: Create, GLE: Assess and produce art with various materials and methods;)
The student will be able to write a reflection on why certain watercolor techniques are most appropriate for what he/she wants to accomplish with their artwork. (Bloom’s: Evaluate, Standard: Reflect, GLE: Reflective strategies are used to understand the creative process;)
The student will be able to choose a composition that demonstrates knowledge of the elements and principles of design. (Bloom’s: Understand, Standard: Comprehend, GLE: Art and design have purpose and function;)
The student will be able to research a watercolor artist and relate that artist’s artwork to his/her own artwork. (Bloom’s: Analyze, Standard: Transfer, GLE: Communication through advanced visual methods is a necessary skill in everyday life;)
The student will be able to investigate what it means to incorporate identity into artwork. (Bloom’s: Analyze, Standard: Reflect, GLE: Interpretation is a means for understanding and evaluating works of art;)
LESSON PLAN (doc)
IDENTITY POWERPOINT (PowerPoint)
WATERCOLOR POWERPOINT (PowerPoint)
WATERCOLOR PROJECT SHEET (doc)
WATERCOLOR EVAL SHEET (doc)
THE OBJECTIVES
The student will be able to experiment with different techniques of watercolor and implement the appropriate technique in his/her final piece. (Bloom’s: Apply, Standard: Comprehend, GLE: Visual art has inherent characteristics and expressive features)
The student will be able to create a water color painting that thoughtfully illustrates the concept of identity. (Bloom’s: Create, Standard: Create, GLE: Assess and produce art with various materials and methods;)
The student will be able to write a reflection on why certain watercolor techniques are most appropriate for what he/she wants to accomplish with their artwork. (Bloom’s: Evaluate, Standard: Reflect, GLE: Reflective strategies are used to understand the creative process;)
The student will be able to choose a composition that demonstrates knowledge of the elements and principles of design. (Bloom’s: Understand, Standard: Comprehend, GLE: Art and design have purpose and function;)
The student will be able to research a watercolor artist and relate that artist’s artwork to his/her own artwork. (Bloom’s: Analyze, Standard: Transfer, GLE: Communication through advanced visual methods is a necessary skill in everyday life;)
The student will be able to investigate what it means to incorporate identity into artwork. (Bloom’s: Analyze, Standard: Reflect, GLE: Interpretation is a means for understanding and evaluating works of art;)
