look and discuss an art piece that introduces some of the lesson concepts

Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.

Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.

The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.

check for understanding

Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.

• Ask students if they can recall what ‘wash means’.
• Ask them how they will go about building up colors (light watercolor wash, dry, second watercolor wash).
  
• Confirm that they should only use one or two colors (see anticipated problems for if they question this).
• Ask them to tell you the difference between painting on a wet surface and painting on a dry surface. (If you paint on a wet surface the paint will fan out and combine, if you paint on a dry surface the line or edge will be crisp.)
• Tell students that they will have two days to finish their piece, so if they need to revisit their drawing prior to coloring, they have time to do so.

independent

The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.

FOCUS ON MINDFULLY WORKING.

Before students begin working, they should have a plan for what they want to do; they want to be slow and deliberate as they are putting down color. Remind students not to overpaint—they should be allowing each layer to dry before adding the next. Conversation should be on student working intentionally and carefully building up layers, ending with the markers. Students will finish the first layer of their watercolor, allow it to dry,then work back into it. Students will have this lesson and next to finish it, so there is no rush. Drying stations can be set up with blow-dryers to speed the process along. Alternatively, students can work on the ‘early finishers’ assignment while they wait for their painting to dry.

students discuss the artistic decisions that they made

Use 'what, how, and why' and then take comments or questions.

Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.

Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.

Choose presenting student artists in advance and let them know during their work time so that they are prepared.

Sharing should work as follows:

• Student stands by their work. A teacher should hold it, or place it on an easel.
• The student presents their work, answering What they made, How they made it, and Why they made the decisions that they did. When they are done they ask, “Any comments or questions?” and can take responses from the audience.
• A note on responses: it is o.k. if an audience member questions or wants clarification from the artist. It is also o.k. if an audience member makes suggestions. But it must be done in a kind, thoughtful, and respectful way.
• Always end the conversation by asking the class to give the artist a compliment.

anticipated problems

• Remind students to put down paint lightly (with a lot of water). If they paint is too dark, they won’t be able to get the wash effect. The paint should be light, and the marker used for the areas they want to be dark.
  
• Remind students to use a lot of water when making washes to gradually buildup color—particularly with the first layer, student artists may make it too dark. They can even paint with water first, then add paint to the water to create a very light layer.
  
• It is o.k. if they use more than one color as their first wash as long as they have a plan and reason. (For example, if one half of the page is day and one is night, or one portion is in sunlight and one is in darkness).

early finishers

Before a student finishes, ask them to cover all the white areas with color. If a student still finishes early, tell them that there is a second day for the rest of the class to finish coloring, so you are going to give them an additional assignment to work on both days. Ask them to create a comic that shows an adventure that they have gone on with their toy. They can create more than one.