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.

• Describe how to build up color (using washes—light layers of paint).
• Make a crisp edge (let the paint dry then paint a new layer).
• Make fuzzy edges (paint on top of wet surface).

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 artists who seem be pushing themselves to try new things.

FOCUS ON STUDENTS CREATING LAYERS WITH LIGHT WASHES OF COLORS

The student artists work independently on creating light layers of washes. As the teacher circulates, comments should be focused on technique—pointing out students who are working deliberately, such as layering one section then moving to other sections and allowing the first portion to dry, or students who are using a variety of line edges by varying the amount of water they are using. Encourage student artists to look at each other’s work and learn from each other’s techniques.

The tricky part about this assignment is getting student artists to not go ‘too far’ in their painting. The teacher should constantly be circulating and trading out finished pieces for blank paper that the student can experiment on with watercolors (the paper can be inexpensive, and the students should know that these experiments are just that: experiments, not to keep). Otherwise, many students will add too much paint and/or water and the images will lose their vibrancy and become muddy.

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

• Be wary of student artists overpainting—the colors will become muddied. See Early Finishers and Work Time for ideas on combating this.
• Watch for students putting paint on too thick—remind them that this is supposed to be working with light layers, so they should use a lot of water when adding the paint. If they want it dark, they should build up with layers of paint.

early finishers

When a student has finished their work completely, have them complete an Artist’s Statement using the photocopied handout. If they finish this early, allow them to continue to free-paint on copy-paper.