ART LESSON PLAN

Teacher: Amber Wilkins Instructional Unit: Watercolor Stained Glass

Window Preparation

Course: K-5 Art

VA SOL(s) Art + any other discipline(s)

K.7, K.9, K.10, K.3, 1.7, 1.8 1.21, 2.2, 2.5, 2.9, 2.19, 2.13, 2.18,
3.16, 3.7, 3.8, 4.5, 4.23, 5.5. 5.20

Time Frame:
1-35 minute class period

Student Objectives: (Each student will demonstrate:)

Students will explore and demonstrate different watercolor techniques

Vocabulary:
watercolor
wash
resist
salt
pattern
graded wash
value
shape

Instructional Materials: (texts, handouts, visual aids, technologies, equipment)

Visual demonstrations

Student Project Materials:

watercolor paints, watercolor paper, rinsing containers, paper towels, paint
brushes, oil pastels, and salt

Brief Description of Classroom Environment:

Art classroom with storage and sink.

Description of Student Activity including In-Class and/or Outside of Class

Expectations:

There will be no outside expectations. Students will be expected to either draw an

arched window or fold their papers to look like a rectangular window. Then they
will practice using 3 watercolor techniques.
Outline of Your Class Presentation:

1. Explanation of the plans for the day.

2. Demonstration of window drafting.
3. Labeling each window pane to a certain technique.
4. Explain expectations.
a. We have all of the colors we need so do not mix on the paint pallette.
b. After using one color, rinse it in the water before dipping into a new
color.
c. We dont need to shovel or dig into our paints, just add water.
d. Do not touch materials until you are told to.
e. Make sure your brush has a good hair day. Dont mash it down or let
it be dry.
f. We dont splash in the water like we are at the pool.
5. Then we are ready to begin with wash and so on.
6. After those are done. It is clean up time and we go over what techniques we
liked best or which one was the most difficult/ easier.

DBAE (Discipline-based art education) Question: How are you using (integrating)
aesthetics, studio practice, art history and art criticism in this lesson? The answer to
this does not have to lofty, but can be very basic and practical, and you do not have
to integrate all areas every time.

Students are making the art and as they go they critique themselves and others.
They are following demonstrations to create a composition.

Evaluation: (How will you measure understanding - competency, testing, rubric?:

Measure understanding by asking questions as I walk around the room to observe.

If they need clarification it is given.

Watercolor

Teacher: Amber Wilkins Instructional Unit: Watercolor Stained Glass

Condtinued

Course: K-5 Art

VA SOL(s) Art + any other discipline(s)

K.7, K.9, K.10, K.3, 1.7, 1.8 1.21, 2.2, 2.5, 2.9, 2.19, 2.13, 2.18,
3.16, 3.7, 3.8, 4.5, 4.23, 5.5. 5.20

Time Frame:
1-35 minute class period

Student Objectives: (Each student will demonstrate:)

Students will explore and demonstrate different watercolor techniques

Vocabulary:

dry brush
blot
sponge
wet-on-wet
watercolor crayon

Instructional Materials: (texts, handouts, visual aids, technologies, equipment)

Visual demonstrations

Student Project Materials:

watercolor paints, watercolor paper, rising containers, paper towels, paint brushes,
oil pastels

Brief Description of Classroom Environment:

Art classroom with storage and sink.

Description of Student Activity including In-Class and/or Outside of Class

Expectations:

There will be no outside expectations. Students will be expected to either draw an

arched window or fold their papers to look like a rectangular window. Then they
will practice using 3 watercolor techniques.

Outline of Your Class Presentation:

7. Explanation of the plans for the day.

8. Demonstration of window drafting.
9. Labeling each window pane to a certain technique.
10. Explain expectations.
a. We have all of the colors we need so do not mix on the paint pallette.
b. After using one color, rinse it in the water before dipping into a new
color.
c. We dont need to shovel or dig into our paints, just add water.
 d. Do not touch materials until you are told to.
e. Make sure your brush has a good hair day. Dont mash it down or let
it be dry.
f. We dont splash in the water like we are at the pool.
11. Then we are ready to begin with wash to begin the blot technique and ending
with dry. .
12. After those are done. It is clean up time and we go over what techniques we
liked best or which one was the most difficult/ easiest

DBAE Question: How are you integrating aesthetics, studio practice, art history and
art criticism in this lesson?

Students are making the art and as they go they critique themselves and others.
They are following demonstrations to create a composition.

Evaluation: (How will you measure understanding - competency, testing, rubric?:

Measure understanding by asking questions as I walk around the room to observe.

If they need clarification it is given.
 COLOR THEORY

Teacher: Amber Wilkins Instructional Unit: Water/Color Theory

Course: K-5 Art

VA SOL(s) Art + any other discipline(s)

K.7, K.9, K.10, K.8, K.5 1.7, 1.8, 1.4, 2.5, 2.9, 2.18,
3.7, 3.8, 3.19, 4.5, 4.7, 4.23, 5.25, 5.5, 5.20

Time Frame:
1- 35 minute class

Student Objectives: (Each student will demonstrate:)

Each student will explore effects of watercolor on wet paper.
Student will identify and demonstrate use of primary, secondary, warm and cool
colors.

Vocabulary:

color wheel, primary, secondary, warm, cool, pattern, shape, line, resist

Instructional Materials: (texts, handouts, visual aids, technologies, equipment)

handout of color theory

Student Project Materials:

watercolors, oil pastels, watercolor paper, brushes and water

Brief Description of Classroom Environment: Art classroom with storage and sink.
No technology besides a tv.

Description of Student Activity including In-Class and/or Outside of Class

Expectations:
Students will paint a resist painting of warm and cool color leaves or hands.

Outline of Your Class Presentation:

1. Review handout and let students work along with you.

2. Kindergarten and first.
a. will focus on primary and secondary colors to make hand prints
3. Second Grade
a. will focus on primary secondary warm and cool to make hand prints.
4. Third, Fourth and Fifth
a. focus on primary, secondary, warm and cool to make fall leaves.
 5. Clean up and line up by colors of shirt if they can respond with the right type.

DBAE Question: How are you using (integrating) aesthetics, studio practice, art
history and art criticism in this lesson?
Studio practice as well as composition for aesthetics. Individualized critiques.

Evaluation: (How will you measure understanding - competency, testing, rubric?:

Students will be observed and clean up/line up time will be the opportunity to
review.