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Brian Dang: 6th Grade Globalization Stamp Landscape Painting Lesson

Brian Dang 4/24/2016

EDRD 501.001Hathaway

Integrated Unit“Globalization Landscape Stamp Painting”

A 6th Grade Painting Lesson Demonstrating Literacy Integration Strategies

Unit Overview:This 6th grade lesson created to align to the FCPS standards for the class preparing them for sixth grade painting assessment in FCPS. For the paper the 6th grade standards will be used from the Virginia Standards of Learning. The overaching theme for sixth grade “big idea” is identity which encompass in this lesson through a sense of place they identity with. In this lesson, students will create an artwork that uses representational imagery to depict a place they identify with if they were to create a stamp design while exploring and practicing with the use of paint as their medium and learning about different American landscape artists.

Specific Standards Met According to FCPS POS 2015:

COMMUNICATEExplore Theme– The student will investigate personal ideas and experiences related to the concept of self/communal identity to communicate meaning in design.communicate meaning in design.Subject Matter – Use a variety of subject matter through literal and metaphorical approaches to communicate ideas about visual communication.Generate Ideas – Use a variety of independent and collaborative approaches to generate multiple solutions, and explain reason for selecting one divergent idea in response to art marking challenge.Experiment – Experiment to visually communicate unexpected occurrences throughout the art-making process on computer in photo manipulation.

CREATERepresentational – Practice with representational imagery association to develop meaning in design.Color – Explore and analyze the use of color choices to make cultural/historical connection in meaningful design.Elements of Art – Identify and combine types of line, shape, form, texture, and value to create meaning in design.Principles of Design – Examine and incorporate emphasis, balance, and contrast to communicate ideas in design.Composition – Identify and combine a variety of compositional arrangements using positive and negative space, focal point, and rule-of-thirds to create meaning in artwork


RESPONDAesthetic Preferences – Analyze, interpret, and evaluate works of art based on personal and contextual criteriaAesthetic Perspectives – Interpret ways that social and cultural context can influence responses to artworksSubject and Formal Qualities – Examine how the choices in subject matter and formal qualities affect the meaning in their design.Interpretation – Identify the uses and impact of persuasive techniques in visual culture.

CONNECTImpact of Art – Examine ways that artists influence one another to advance artistic exploration and innovationApply Knowledge of Other Disciplines – Demonstrate knowledge from multiple disciplines when solving artistic problems and advancing the art process

LESSON ONE:Virginia State Standards

Content Area: 6.1 : The student will use, and record steps of the art making process, including

research, to create works of art. 6.4: The student will identify styles and themes in contemporary and historical

works of art. 6.6: The student will identify the use of themes, and symbols as they relate to

meaning in works of art.

Literacy: Communication: Speaking, Listening, Media Literacy 6.1: The student will

participate in and contribute to conversations, group discussions, and oral presentations. The student will a) Communicate ideas and information orally in an organized and succinct manner.

Writing 6.5: The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. The student will b) use a variety of prewriting strategies including graphic organizer to generate and organize ideas, and c) organize writing structure to fit the topic.

Instructional Objectives:After this lesson, students will understand the challenge and expectations for the project that will be completed during this five-session unit. Students will be knowledgeable of contemporary artists who have addressed the same artistic challenge, and will be able to integrate ideas from these artists who have addressed the same artistic challenge, and will be able to integrate ideas from these artists into their


planning. Students will explore, generate, and refine ideas through the help of their planning sheet, research sheet, student handouts and create at least two ideas in response to the artistic challenge. Students will participate in the quick write activity and classroom informal assessment. For homework, students will brainstorm and search on their own interesting and unique findings about the place they will be painting.

Teacher Materials:The teacher will require the use of PowerPoint, whiteboard, planning worksheet. A projector, screen, computer, and use of Internet will be need to show the PowerPoint and How Stamps Are Made video. The images and websites included in the PowerPoint are listed below in the lesson plan.

1) American Hudson River Artists: Thomas Cole, Edwin Church, Thomas Moran.2) 50 Statehood Forever USPS (2026) Series

Students will require pencils and color pencils to help illustrate their sketches. For homework for this session, students will just need to brainstorm and research on their own unique landmarks that is distinctly associated to the landscape of their specific destination of their painting.

Procedures Introduction:

I will begin the lesson by introducing the artful challenge of this lesson, which is to create a landscape painting for a stamp design of where you like to live or wish to travel to. Next I will engage students to participate in watching a 5 minutes video about how stamps are made to grab their attention and ignite their interest. After the video I will prompt the students in a K-W-L on the whiteboard to informally assess their processing and understanding of the video content. I will ask them to raise their hand as I ask “What do you already know about stamps?”. I will survey students’ response and write them on the whiteboard. “What do you want to learn about how stamps are design?” And “What had you learned from watching the video?” (Approximately 10 minutes)

Instructional Strategies:By utilizing a pre-made PowerPoint, I will introduce the artistic challenge of this unit. The challenge is that students will be creating a landscape painting design that will use different illusion of depth and painting techniques to explore their understanding of of a favorite destination. I will show students my prototype that I have created, and explain my thought process in creating it in response to the challenge. At this time, I will ask a student to pass out Six Ways to Create Illusion of Depth handout to review what is asked of them in their landscape paintings. Show students the three American Hudson River artists landscapes and survey class how they see each of these six ways to create illusion of depth in the artists’ paintings.

The teacher will ask to pick six students read over the Six Ways to Create Illusion of Depth in a read-aloud. Students will be instructed on the back of their Globalization


Stamp Landscape Sketch handout to come up with two lists 1) list all the places you had lived or traveled & 2) list all the places you wish to live or travel to. From the lists they had created they will select one from each list to do a quick-sketch.

To help students with this part of their planning a research sheet is require for them to fill out prior to sketching to brainstorm and organize their thoughts on what to draw in response to the challenge. On this research sheet there are ideas of what students should list to make this landscape painting distinctly unique and their own. While students are doing all of this the objectives for their landscape paintings will be displayed in PowerPoint.

Conclusion:When there are 15 minutes left of class, I will instruct students to begin cleanup procedures, and make sure to wipe down their tables. I will think aloud in front of the class discussing how a particular student will draw a particular destination modeling examples using the illusion of depth we had learned in today session. After that, I will explain to students the agenda for the next session of this unit.

Assessment: Participation in quick write, Participate in K-W-L, Completion of SKETCH-To-Describe as visual graphic organizer, Inquiry learning by gathering information in form of research sheet, Making list of destinations/places students visited or lived to build upon English Language Learners’ background knowledge and vocabulary building

Differentiation: Incorporate visuals

LESSON TWO:Virginia State Standards

Content Area: 6.1 : The student will use, and record steps of the art making process, including

research, to create works of art. 6.4: The student will identify styles and themes in contemporary and historical

works of art. 6.6: The student will identify the use of themes, and symbols as they relate to

meaning in works of art.

Literacy: 6.1: The students will participate in and contribute to conversations, groupo

discussions, and oral presentations. A) Communicate ideas and information orally in an organized and succinct manner.

6.2: The student will understand the elements of media literacy. C) Describe how word choice and visual images convey a viewpoint.


6.9: The student will apply knowledge of appropriate reference materials to produce a research project. A) collect and organize information from multiple sources including online, print, and media.

Instructional Objectives:After this lesson, students should entirely understand the artistic problem or challenge that they are creating their artwork in response to. They should understand the objectives of the project, and know what qualities their finished work should have. Students should be knowledgeable of the artist exemplar that also addressed to this challenge, and should know the illusion of depth.

During this lesson, students will effectively demonstrate their communication skills in responding to questions-answers during my demonstration on painting technique modeling out loud my thinking process for students’ comprehension. By the end of this lesson, students will have finished their sketches, and hopefully transfer their drawing on their 10”x14” painting paper.

Teacher Materials:The teacher will require the use of PowerPoint, whiteboard, pencils, painting paper. A projector, screen, and computer is need to show the PowerPoint.

Procedures Introduction:

To begin this session, I will show the students the agenda for the day in the PowerPoint. We will then go on to look at same three artists (Thomas Cole, Thomas Moran, and Frederic Edwin Church) to identify the painting techniques I will be demonstrating during class. (10 minutes)

Instructional Strategies:After doing this, I will ask one student per table to read out loud what details things they list in their research sheet so I can model to students how I would go about painting this. At this point using the planning sheets: brainstorm sketch handout, research handout, and illusion of depth technique handout should have a clear understanding of the challenge and the objects, and should hopefully be ready to begin painting process. Next I will ask students to stand around center table for me to give the painting demonstration. Thinking out loud I will demonstrate the different painting techniques students will be using and required of them to display in their paintings. I will remind students to start their painting from the furthest thing in their landscape, which is the background and work to the closest thing in the foreground. (40 minutes)

Conclusion:When there are 10 minutes of class left, I will show students the agenda for next session, and point out to the class examples of students who I have found have great ideas for their painting that address the artful problem effectively. This conclusion and clean up should take all of the 10 minutes.

Assessment: listen to demonstration, participate in questions-answer


Differentiation: Use dry drawing art materials—pastels, color pencilsExplanation of Literacy Integration

Thinking aloud will help my students identify the learning outcomes of the painting technique demonstration.

Read out loud their answers to research list will remind them of what they processed and scaffold other students who still don’t know what details they should include in their painting.

LESSON THREE:Virginia State Standards

Content Area:

Literacy:

6.7: The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. C) Organize writing structure to fit topic.

Instructional Objective(s)Materials Procedures

Introduction: To begin this lesson, I will remind students of the agenda for this session, and time line for the rest of the project. I will take this time while I have the PowerPoint up to go back and review some of the works by contemporary artists and solicit students what they opinions and what they remembered. (5 minutes) I will then hand out the 4 corners of critique handout for midpoint check amongst their table group. They will write their names and leave the critique handout next to their painting and everyone at the table will do a carousel writing in one of the four corners what the instruction mention. Each time they rotate to another painting & critique handout they will fill out the next quadrant until they get a chance to fill out all of the 4 corners (Describe, Analyze, Interpret, Judge). (10 minutes)

Instructional Strategies:After the students have finished the 4 Corners of Critique activity, I would quickly Remind students to be good artists of the expectations of good craftsmanship. I will leave this slide up while students begin or continue working on their landscape painting. As students work, I will go around the room and monitor progress, and help students where necessary. Students will work for the next 30 or 40 minutes until cleanup.


Conclusion:At the end of class, I will ask students to raise their hands to let me know where in the painting completion they are at: 25%, 50%, 75%. Students should be close to half-way complete with their painting at this point, if not students should try to catch up.

Assessment: Read aloud, 4 Corners of Critique (conversational roundtable), questions-answers, surveying

Differentiation: Instead of conversational roundtable students can write on sticky note what they think are the “PMI” Plus—Positive thing about their peer’s artwork, Minus—What their peer can improve upon, Interesting—What they think is unique about their peer’s artwork. If writing English a problem they can draw emoticons on sticky note to post on top or beside the area where they did their “PMI”.

Explanation of Literacy Integration: The reason I have a conversational roundtable in session three is get students to think critically. When making art sometimes we get stuck and need to help each other out, this is what professional artists do. This also allow students to inquiry new ideas of problem-solving that other students will be modeling to them as they participate in this collaborative learning activity. This activity like the activity of identifying the illusion of depth in the American Hudson River artists’ paintings will equip them with more practice of identifying the learning objectives of this unit.

LESSON FOUR:

Virginia State StandardsContent Area:

Literacy: 6.7: The student will write in a variety of forms with an emphasis on exposition,

narration, and persuasion. B) Use a variety of prewriting strategies including graphic organizer to generate and organize ideas, g) select vocabulary and information to enhance the central idea, tone, and voice.

Instructional Objective:

Materials:

Procedures:Introduction:To begin this lesson, I will first show students the agenda for the day. I will then

ask students to think with me to see how many of the element of design can we find in the 50 States Statehood Forever USPS Stamps (2016) designs using the PowerPoint. This introduction and activity should only take about 10 minutes.

Instructional Strategies:


After this warm-up activity, I will pass out the elements of design handout so students can read and refer to as they work to make sure they incorporate 5 of the 6 elements of design. Students will be ask to work on their project while students are working, I will keep the objectives for the project up on the board and walk around assisting students where necessary. I will get the classes attention every once in awhile to point out students who’s work exemplifies great craftsmanship, show the learning objectives, and creative problem-solving solution to the artistic challenge. I will talk with individual students about ways they can improve the craftsmanship of their project because they only have today and next finish their painting.

If students are finish with their project I will ask them to review their paintings for any finishing touches and details they could incorporate. After this, students may start on their artist statement written reflection.

Conclusion:15 minutes before class ends, I will show the students the agenda for the next and last session of this unit. Additional session can be added to this unit if students need adjustment in time allotted to work. I will ask students by calling on raised of hands to assess what worked well for individuals in their painting process and what was frustrating. I will direct students to clean up and get ready to leave.

Assessment: Performance assessment (raising of hand)

Differentiation: Modeling through demonstrations, Coaching 1-on-1 for ELLs, Peer guidance

Explanation of Literacy Integration:Effective teachers who support English Language Learners (ELLs) need to balance literacy instruction so giving a demonstration to get everyone else on task before personal coaching the ELLs will be good classroom management strategy. Plus after you had demonstrated and taught some students the helpful ones can assist and guide the ELLs in a community of learners.

LESSON FIVE:

Virginia State StandardsContent Area:

Literacy:Instructional Objective:

Materials:

Procedures:Introduction:I will display the agenda for the day for students. This will be the final session in

which we will need to do any last minute fixing and improvement of craftsmanship,


complete the final written artist statement as reflection, and participate in class critique and gallery walk. This introduction should only take 5 minutes.

Instructional Strategies:After the introduction, I will direct students in some last minute things to improve their craftsmanship, for example making sure none of the white paper is shown. When students are ready, they can write their written artist statement. Their reflection will tell the viewer about what landscape destination they painted if it is not obvious, how they painted this landscape and why they picked this destination. The students should spend about 20-30 minutes fixing up their work and completing their final reflection.

Conclusion:To conclude this unit, I will direct the students to examine each other landscape in a gallery walk in other for students to respond to the artwork in the critique. During this time students will learn to be give proper peer review in art by being instructed to write three remarks in a “PQP”. 1) “Praise”—Students will write a positive thing about any artwork they saw on a sticky note. 2) “Question”—Write a question about one thing you are confuse about in the painting. 3) “Polish”—Point out at least one thing that could make the painting better; be positive and be sure to give examples of how you think the painting could be improved. I will ask a series of question after appropriate time for students to look at each other work.

Which painting was most appealing to you and why? Which landscape best illustrates their location? And why?If you are an art collector and could buy any of these paintings, which one would you want to buy? And why?

As closing remark I will talk about the success of the class work overall and applaud those who found creative solution to address the artistic challenge as well as encourage those students who felt discouraged by their piece outcome. (30 minutes)

Assessment: Collaborative learning “PQP”, Artist Statement as (Writing Prompt) to increase writing opportunities and develop ELLs’ communication skills

Differentiation: English Language Learners will have the opportunity to write in their own language, so hopefully someone can translate it later to rewrite or type in English. Even if the artist statement is simplistic in only three complete sentences, this is better than not trying. Another solution is to video record non-English speakers answer these three important questions for students to work on their communication skills.

Explanation of Literacy Integration:Writing an artist statement will resemble the writing process and students will develop keen language processing skills to communicate their ideas not just visually but in written form.

WORKSHEETS1) Sketch-to-Describe of two thumbnail landscape sketch ideas2) Research Project Planning Sheet


3) Vocabulary Building Visual Handout—Painting Techniques in Spanish4) Conversational Roundtable—4 Corners Critique 5) Artist Statement (Quick-Write Prompt)

References

B. Mallino , personal communication, April 4th, 2016.

Edutopia. (2012, August 29) Arts Integration for Deeper Learning in Middle School. Retrieved from http://www.edutopia.org/stw-arts-integration

Fisher, D. & Brown, W. (2014) 50 Instructional Reoutines to Develop Content Literacy (Ed. 3.) . Upper Saddle River, NJ: Pearson Education.

What is a Balanced Approach to Literacy, p. 15-32. Retrieved from. https://www.pearsonhighered.com/samplechapter/0131190768.pdf

Lesson Title Art Form Grade LevelGlobalization Stamp Landscape Painting

Painting 6th Grade

Grade Level Theme Key Concept LinkDestination Sense of Place Geography/History/World CultureChallenge

Create a landscape painting for a stamp design of where you like to lived or wish to travel to.Assessment Standards

https://www.pearsonhighered.com/samplechapter/0131190768.pdf

http://www.edutopia.org/stw-arts-integration


COMMUNICATEExplore Theme– The student will investigate personal ideas and experiences related to the concept of self/communal identity to communicate meaning in design.Subject Matter – Use a variety of subject matter through literal and metaphorical approaches to communicate ideas about visual communication.Generate Ideas – Use a variety of independent and collaborative approaches to generate multiple solutions, and explain reason for selecting one divergent idea in response to art marking challenge.Experiment – Experiment to visually communicate unexpected occurrences throughout the art-making process on computer in photo manipulation.

CREATERepresentational – Practice with representational imagery association to develop meaning in design.Color – Explore and analyze the use of color choices to make cultural/historical connection in meaningful design.Elements of Art – Identify and combine types of line, shape, form, texture, and value to create meaning in design.Principles of Design – Examine and incorporate emphasis, balance, and contrast to communicate ideas in design.Composition – Identify and combine a variety of compositional arrangements using positive and negative space, focal point, and rule-of-thirds to create meaning in artwork

RESPONDAesthetic Preferences – Analyze, interpret, and evaluate works of art based on personal and contextual criteriaAesthetic Perspectives – Interpret ways that social and cultural context can influence responses to artworksSubject and Formal Qualities – Examine how the choices in subject matter and formal qualities affect the meaning in their design.Interpretation – Identify the uses and impact of persuasive techniques in visual culture.

CONNECTImpact of Art – Examine ways that artists influence one another to advance artistic exploration and innovationApply Knowledge of Other Disciplines – Demonstrate knowledge from multiple disciplines when solving artistic problems and advancing the art process.

POS Indicators Define landscape, cityscape, genre, and narrative. Identify ways of creating illusion of depth on a flat surface, such as overlapping, color, size, detail,

placement, linear perspective, atmospheric perspective and shading (object closer are darker compare to object further away a lighter value in color).

Paint a landscape compare and contrast foreground, middle ground and background in painting. Observe and discuss types of horizon lines as an important element in landscape painting. Observe and discuss aesthetic qualities of selected landscape art works. Combine a variety of techniques, processes and skills when producing art. Create personal landscape guided by imagination and based on received knowledge that

communicates a personal connection.Supplies and Materials Images and Resources


Globalization Stamp Landscape Painting Research Handout & Grading Rubric

Six Ways to Create Illusion of Depth handout

Artist Statement Reflection

Variety of brusheso Flat, filbert, fan, angle,

Mop, rigger, Tempera paints 10” x 14” pre-cut white

painting paper 10”x12” pre-cut black

paper Sturdy containers (for

water so it won’t tip over) Dirty rags (for easy clean

of table) Apron/smock (old t-

shirts) Pencils Glue Sticks Plastic palette trays to

share per table Plastic individual painting

cups (for mixing own paint)

Q-tips (optional) Sponge (optional)

Hudson River School of Art (American Painters)Coast Scene, Mount Desert. Frederic Edwin Church.http://www.tfaoi.com/aa/4aa/4aa360.htm

The Oxbow (The Connecticut River near Northampton). 1836. Thomas Cole.https://upload.wikimedia.org/wikipedia/commons/b/b1/Cole_Thomas_The_Oxbow_(The_Connecticut_River_near_Northampton_1836).jpghttp://www.fold-pak.com

Distant View of Niagara Falls. 19.30. Thomas Cole.https://upload.wikimedia.org/wikipedia/commons/8/85/Distant_View_of_Niagara_Falls_1830_Thomas_Cole.jpg

Rocky Mountains School of Art (American Painters)Grand Canyon. 1912. Thomas Moran.http://about.usps.com/news/national-releases/2014/pr14_045.htm

50 US Statehood Forever USPS Stamps (2016)Ron Spears (Nevada resident) created Nevada Statehood Stamp.https://s-media-cache-ak0.pinimg.com/736x/89/6d/35/896d357683e57aebd7163d3dc5a73e2f.jpg

Michael Matti (Indiana photographer) created Indiana Statehood Stamp.https://tribzap2it.files.wordpress.com/2015/12/indiana-statehood-usps-forever-stamp-2016.jpg

Ed Mell (Phoenix, Arizona native) created Arizona Statehood Stamp.http://about.usps.com/news/national-releases/2012/pr12_026.htm

Galacier National Park, Montana. Ethel Kesseler art directed using work by Michael Melford’s photograph.https://about.usps.com/postal-bulletin/2012/pb22328/html/images/info_012_1.jpg

Time Allotment Alternate Approaches5 - 60 minutes session Students who have a learning disability may be adequately directed

their painting instead of illustrating a landscape but to express in paint how a certain place of their choice make them feel. If painting is too complex for the student they can express this place through other dry art materials such as pastel, crayons, color pencils. The same element of art can be learned and used in expression of the artwork. Discuss how this place makes you feel. What mood and feelings does this place create in you. How can you represent this mood/feeling in color and lines?

https://about.usps.com/postal-bulletin/2012/pb22328/html/images/info_012_1.jpg

https://about.usps.com/postal-bulletin/2012/pb22328/html/images/info_012_1.jpg

http://about.usps.com/news/national-releases/2012/pr12_026.htm

https://tribzap2it.files.wordpress.com/2015/12/indiana-statehood-usps-forever-stamp-2016.jpg

https://tribzap2it.files.wordpress.com/2015/12/indiana-statehood-usps-forever-stamp-2016.jpg

https://s-media-cache-ak0.pinimg.com/736x/89/6d/35/896d357683e57aebd7163d3dc5a73e2f.jpg

https://s-media-cache-ak0.pinimg.com/736x/89/6d/35/896d357683e57aebd7163d3dc5a73e2f.jpg

http://about.usps.com/news/national-releases/2014/pr14_045.htm

http://www.fold-pak.com/

https://upload.wikimedia.org/wikipedia/commons/b/b1/Cole_Thomas_The_Oxbow_(The_Connecticut_River_near_Northampton_1836).jpg



http://www.tfaoi.com/aa/4aa/4aa360.htm


NotesFor easy clean up by sink leaving brushes in brushes file cabinet organized by size (large, medium, small) & students to clean up their own painting trays and palette knifes.Students responsible for their own painting set on drying rackKey Vocabulary Landscape (natural scenery that can be seen from a single view point)

Background—is the area of the picture that is behind most of the object in the picture. Middle ground—is the area of the picture that is farther away from the foreground and closer to

the background. Foreground—is the area of the picture that appears to be the closest to the viewer. Horizon line—is the imagine line that divides the sky and the ground. Composition—is the placement or arrangement of visual elements or ingredients in a work of

art. Balance Depth

Perspective Vanishing point Horizon line Space Vertical/horizontal Parallel, perpendicular OverlappingDrawing

Value Contour Symmetry Line Shape/Form

Painting Saturation Hue Chroma Intensity Texture Mood Tint Shade Primary/secondary Warm/cool

BEST PRACTICES FOR TEACHING AND LEARNINGCreate a Student-Centered Learning Environment

Arrangement of Classroom Table group arrangement

Safe and Positive Environment✓ Cooperative learning/Class Critique✓

Relationships Think-A-Pair Feedback✓

Plan and Teach for Student Learning

Content Knowledge Illustration✓

Engagement✓ Short Videos✓


Teacher Collaboration Social Studies/History Connection✓

Assess Student Learning

Goal Setting and Reflection Artistic Process/Idea Development✓

Checking for Understanding✓ Self Reflection/Peer feedback✓

Assessments✓ Midpoint check✓Think-Pair

Lesson SessionGlobalization Stamp Landscape Painting 1EngageEngagement Video—Watch The Modern Postage Stamp https://www.youtube.com/watch?v=Fnm0UwRq9cQ

Class Discussion: K-W-L ChartK—What I know already about stamps before watching the videoW—What I want to know about stamps still after watching the videoL—What I learned about stamps after watching the videoSurvey answer from students on white board.

Go over Power Point slides.Present the Art challenge : “Create a landscape painting for a stamp design of where you like to lived

or wish to travel to.”

Student’s Prompt: The United State Postage Office had just hired you to created a new series of Forever Stamp for 2016 and they want your input of what places to design their new stamps. The only thing they ask is that you create only a landscape of the place you wish to design.

Show students my teacher’s prototype of Mt. Fuji.

Brainstorming Activity: SKETCH-TO-DESCRIBE

Instructions: How to Get Started?Step 1: Students will make two lists on the back of their brainstorming handout.1) Places they had visited or lived.2) Places they would like to visit or live.They must list 5 per list and name specific locations either name of city or country.Step 2: Then they will select one location per list to draw a thumbnail sketch.Step 3: They will seek teacher’s approval before receiving their 10”x14”.Step 4: They will select their best sketch to draw their composition on the 10”x14” paper with pencil before they start to paint.

What should be in your sketch? Use a different color of paint for each of the following layer

(foreground, middle ground, background). They may be of the same hue but different value.

https://www.youtube.com/watch?v=Fnm0UwRq9cQ


Use 3 of the different ways to create illusion of depth on handout sheet. Include iconic/famous things from the destination you pick to draw/paint.

Develop Pass out Six Different Ways Create Illusion of Depth (Size, Placement, Details,

Overlapping, 1-point perspective, value). Instruct students to watch as I illustrate how to use Illusion of Depth in their sketch of their composition for their painting.

Demonstrate: Illusion of DepthSizeObjective is to stop the subject(s) and areas of interest form bisecting the image, by placing them near one of the lines that would divide the image into three equal columns and rows ideally near the intersection of these lines.PlacementFrame the object of interest with an even number of surrounding objects; it becomes more comforting to the eye. Usually objects at the bottom of paper mean objects are closer in distance.DetailsThe artist wants to apply the illusion of movement,OverlappingMaking objects in front of another to show order of distance.1-point PerspectiveWhere all the objects converge to one point on the horizon line.ValueMaking different part of the landscape from the foreground to background consider a transition of contrast for the things up close they are the most saturated and rich in color while things in the background get the lightest and less in color.

Create Studio Time: Direct students to select a destination from each of their two lists and

start sketching their landscape. Students may use provided school library books on geographical destination as source imagery to look at. As well if the teacher have National Geographic or other travel guides/magazines for students to draw from.

Students will create two thumbnail composition sketches: a place they had already visited or lived & a place they would wish to visit or live.

Students who had finished their 2 lists & their thumbnail sketches may transfer their best compositional sketch on their final 10”x14” painting paper with pencil.

Walk around the room to help & encourage individual ideas and trouble shoot as needed.

Reflect Instruct students of clean up procedures.Assigned homework:Start researching the destination they would be painting and think of what to incorporate in their painting to make it uniquely their own. Teacher will check their idea by having them fill out a research/brainstorming sheet beginning of next class. Remind students that next class they will begin painting after they sketch out their

composition and work on a painting exercise.

Lesson SessionGlobalization Stamp Landscape Painting 2


Engage (15 minutes) Review what we did last class in term of class discussion of different things they

thought about incorporating in their painting “beyond their famous Old Master’s painting”.

Display PowerPoint/Project Art Challenge:“Create a landscape painting for a stamp design of where you like to lived or wish to travel to”.

Go Over Agenda for today1. Demonstration: Painting Techniques2. Studio Time3. Clean Up

Develop (10-15 minutes)

Teacher reads from Element of Art together as a class. Select a volunteer reader to alternate reading paragraphs.Demonstration #1—Have students gather at in front of class at a table to watch me go over how to use each of the possible 7 techniques: Wet-on-Wet, Dry Brush, Sponging/Stamping, Flat Wash, Dry-on-Wet, Gradated Wash, Palette Knife Painting, Directional/Rhythmic Brushstrokes.

Create (40-50 minutes)o Studio Time: Students will be working on their painting & should be finish with the

initial sketch of their composition on their painting by end of class by Session 2. Session 3 students should be in the painting process.Walk around the room to monitor and assist students as needed and monitor progress.


Reflect (10 minutes) Instruct students of clean up procedures.

Remind students that next class they will continue to work on their “Globalization Stamp Landscape” painting on 10”x14” paper.

Lesson SessionGlobalization Stamp Landscape Painting 3Engage (20 minutes)Display PowerPoint Presentation/Agenda

Discuss class agenda and midpoint table check.Instruct students within their table group to fill each other 4 corners (Since there are four students per table each student fill in a corner. You will start with Quadrant #1 then Quadrant #2 and so forth.)Questions to fill out with Partner: 4 Corners of Critique Handout

1. Describe—Without making any judgment, describe what do you see in the painting so far (use adjectives). Is there a Foreground? Middleground? Background? What time of day is the painting set? Time of season? Setting? Is there a story?

2. Analyze—Share how the painting organized. Are the lines in the painting—strong, dominant, thin, directional, broken,

outline, curved? Are the colors and value in the painting—warm, cool, light, dark, solid,

transparent, bright, dull, realistic, or abstract? Are the textures in the painting—smooth, rough, coarse, soft? Are the space in the painting include a perspective, foreground,

middleground, background, point of view? Does the painting have contrast? Emphasis? Rhythm? Pattern?

Movement? Balance? Unity? Repetition? How does the artist use line and color to get your attention?

3. Interpret—What is happening? The artwork is about… It makes me think about… The artist is saying… What is the mood? (calm, violent, sad, joyful, scared, hopeful, etc) The artist wants you to see… The artist wants you to think about… Relationships between all the individual parts of the work

4. Judge—What do you think about the artwork?


Develop (15 minutes) Remind students to focus on edges of their painting/coloring and pay attention to

details. Demonstrate #1: Have students gather at in front of class at a table to watch me go

over adding texture/pattern. Students must use at least 3 of these techniques. Students can use stencil provided or incorporate these techniques to enhance their paintings:Sgraffito/ScratchingDrippingDabbling (sponge, Q-tip)MaskingBlottingStreakingBlendingOver PaintingScumbing

Create (40 minutes) Studio Time: Students will be working on their painting. Walk around the room and assist students as needed and monitor progress.


oRemind students they have 2 more class session before painting is due.Lesson SessionGlobalization Stamp Landscape Painting 4Engage (12 minutes)

Display PowerPoint Presentation/AgendaRestate challenge :

“Create a landscape painting for a stamp design of where you like to lived or wish to travel to”. Remind students today their painting should be finish and we will spend the last

30 minutes of class for a class critique.Develop (15 minutes)

Pass out Element of Art for students to identify one example of each element in their painting. They can do this with a partner like pair-n-share. Tell students check their edges of their painting and work on any details.

Create (53 minutes) Studio Time: Students will work on their painting. Walk around the room and assist students as needed and monitor progress.


Remind students that next class they will continue to work on their “Globalization Stamp Landscape” painting on 10”x14” paper and there will be a critique last 30 minutes of class.

Lesson SessionGlobalization Stamp Landscape Painting 5


Engage (12 minutes)Display PowerPoint Presentation/Agenda

Remind students today their painting should be finish and we will spend the last 30 minutes of class for a class critique. Those who are finish with their paintings will work on their artist statement reflection sheet.

Develop (15 minutes) Tell students they must fill out the following information for their label to attach

to their painting.

Afterwards students may start on their artist statement reflection.Create (53 minutes)

Studio Time: Students will work on printing & mounting their artist statement. Walk around the room and assist students as needed and monitor progress.

Reflect (30 minutes) Critique: Students must fully participate in critique for full participation grade.

Instruction of Critique1. Students leave artwork on table. (I will give them an index card for each student so

their peers can write three remarks on their card for feedback.)

2. Students will do a Gallery Wall & as they view artwork they will write their “PQP” Praise, Question, Polish sticky notes to three of their peers artwork (10 minutes).

3. Teacher will read some students “PQP” sticky notes out loud.

4. Teacher will ask the following questions to survey verbal class response:Which painting was most appealing and why?Which landscape best illustrates their location? And why?If you were an art appreciator and any of these paintings are for sell, which one would you want to buy? And why?

4. Teacher’s Final Remark

Remind students to turn in their Globalization Stamp Landscape painting and also their reflection sheet. Good jobs artists!

Grade on craftsmanship and presentation. All projects must contain a label that indicates the following information

o Your Nameo Class Codeo Title of Piece & Name of Location you painted


Globalization Stamp Landscape Painting—RubricDescription & Criteria Points

EarnedPoints Possible

Comments

Creativity 4 3 2 1 15

Showed exceptional creativity throughout the whole composition. Continued telling an interesting story and composition Did not copy off of others’ ideas.

Used basic creativity to design left side of drawing. Items don’t necessarily relate to the chose location of the painting. Eye wander to the uninteresting area of the composition.

Some prompting required using creativity in design. Elements in painting don’t tell a appropriate location of painting.

Design lacks individuality. Has few details or not appropriate elements related to the location of the painting. Evidence of copying other students or other artist artwork.

Crafts-manship

Composition is carefully planned and composition is thoroughly interesting throughout piece. Took time to do a proper job painting. Take care of painting’s edges smooth transition and refined.

Composition is somewhat planned- forgo consideration of some area of the painting. Most painting edges are smooth, refined.

Composition is poorly planned and edges are not smooth with many rough transitions. painting Artwork is not kept neatly. Composition lacks a lot of details.

Composition is not planned & edges are not considered at all. Composition lack no details.

15

Production/Effort

Did not finish too early or required extra time. Utilized class time appropriately. Time and effort are evident of the execution of the piece.

Use class time for work but is sometimes distracted by others. Work fails short excellence.

Has difficulty focusing on the project much of the time. Easily distracted by others.

20

Total 50


6 th Grade Globalization Landscape Stamp Painting Research

NAME OF THEIR PLACE

____________________________________________________________________________

DESCRIPTIONList all the well known things this place is known for: _________________________________________________________________________________________________List all the recreational or leisure things to do at this location: _________________________________________________________________________________________________List all the natural resources this place has: _________________________________________________________________________________________________List all the man-made things at this location: _________________________________________________________________________________________________

List all the reason why you would like to travel here: _________________________________________________________________________________________________

What details can I add to this landscape painting?

Element of Art List all the pieces in your composition you can apply these Element of Art in your painting.

Color

Shape

Texture

Pattern

Lines


Name: ____________________________

Globalization Stamp Landscape Painting: RESEARCH

Art Challenge: Create a landscape painting that either show a place where you had already lived or travelled or a place you would like to live or wish to travel to.

NAME OF YOUR PLACE

____________________________________________________________________________

DESCRIPTIONList all the well known things this place is known for: _________________________________________________________________________________________________List all the recreational or leisure things to do at this location: _________________________________________________________________________________________________List all the natural resources this place has: _________________________________________________________________________________________________List all the man-made things at this location: _________________________________________________________________________________________________

List all the reason why you would like to travel here: _________________________________________________________________________________________________

What details can I add to this landscape painting?


Element of Art List all the pieces in your composition you can apply these Element of Art in your painting.

Color

Shape

Texture

Pattern

Lines


Midpoint Checklist “Globalization Stamp Landscape Painting” Art Critique

1. Describe 2. Analyze What things do you see in the artwork? How are lines, shapes, colors, and textures List everything you see. used in the painting?

3. Interpret 4. DecideWhat is going on in the painting? What is the purpose? Do you like this painting-WHY or WHY NOT?

What is the best thing about this piece? What is 1 thing he or she can improve?

Name:Title:Date:


Artist Statement ReflectionInstructions: Write in complete sentence. Finish each sentence.

Title:Name:

I pick this place because…

My painting illustrate this place because I use…


What make my painting unique are…

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