ARTS EDUCATION TEACHER HANDBOOK
ARTS EDUCATION TEACHER HANDBOOKELEMENTARY LESSON PLANS
Submitted by Katherine Hartman, Forsyth County Schools
Lesson Title:
North Carolina Textured Landscape
Grade Level or Course:
Fourth grade
Time Allotment:
Three days, 45 minutes each day
Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:
2.03 - Increase skills with familiar materials.
2.04 - Demonstrate one's own thought and feelings visually, using sequential,
visual narrative.
3.01 - Mix tints, shades and tones.
3.02 - Differentiate horizontal, vertical, parallel, and diagonal lines.
3.03 - Compare relative positions of objects in space through color intensity
and value.
4.03 - Enumerate characteristics of artist's work that distinguish it from others.
6.03 - Critique artwork through the use of design principles: emphasis, movement,
repetition, space, balance, and value.
Targeted Goals and Objectives from the North Carolina Standard Course
of Study and Grade
Level Competencies, K-12 for other content areas.
Social Studies: study of North Carolina regions
Science: land formation
Lesson Objective(s):
As part of North Carolina study, students will create a textured landscape painting depicting a North Carolina region. Students will produce artwork using a variety of textures. The foreground, middle ground, and background will be represented by a different texture. The composition must include a subject matter such as a lighthouse, barn, etc. Students will use self-evaluation. The project will be shown to the class and finished works will be mounted and displayed.
Materials/Equipment Needed:
-
black, dark blue or purple 18x24 construction paper
-
white tempera
-
variety of colors of tempera
-
flat 1/2 inch easel brushes
Lesson Procedure:
Day 1
Inform students that they will create a NC textured landscape. (Vincent Van Gogh would be a nice example to discuss.) Request they select a region in NC (mountain, piedmont or coastal area). Paint each of the three grounds using a different texture, as well as, the subject using different textures. There are to be n solid areas. Teacher demonstrates how to hold the brush and painting different brush strokes. Textures should be painted solid and show paper space between the brush strokes.
Begin this learning activity by having the students paint with white paint showing three different textures for three grounds plus added textures for the subject.
Day 2
Again use a flat easel brush and add color on top of the white. White will show around colors. Follow same texture pattern.
Day 3
Add more color between spaces of texture. Students may use a different shade or tint to give a three dimensional effect. Have students discuss what they have learned about their region. Class members may constructively critique peers.
Assessment: (group or individual)
Students will self evaluate through verbal communications with the teacher. The teacher will monitor throughout the lesson to see if students have accomplished the goals. The teacher will praise, suggest and ask questions. Examples: 1. Describe your region, 2. Describe the make up of the land, 3. What kind of texture shows smooth - rough - silky - etc? In addition, students may write about the region of North Carolina that they painted.
Special Considerations:
This lesson should be used after students have had lessons on North Carolina studies. Students should also be familiar with tempera paints, as well as, the process and techniques for using them.
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