LESSON PLAN. 608.00
An Art Lesson contributed by Rebekah Short.
Art Teacher, Westview Elementary, Topeka, Indiana
This page is hosted by Goshen College
Goshen, Indiana 46526
white drawing paper 12x18", medium and small soft brushes, India ink, plastic lids or pans, water cups, white tissue rolls, wt paper towel rolls.
Independent Drawing Time – After the warm-up students should spend @ 15 mins. doing a drawing of the still-life arrangement in their sketchbook. This drawing will be reinterpreted in the ink wash drawing.
Reorganize tables . . . 5 mins.
Leave sketchbooks open to still-life drawing
page and still life arrangement in place.
Do a quick demonstration of brush and ink technique, drawing directly from the still life. Discuss shadows and highlights, review techniques that were used for watercolor paintings, and introduce the idea of developing dramatic mood through contrasting highlights and dark shadows. (Review hi-key and low-key.) 10 mins.
At their workstation, direct students to briefly act out the process of beginning their painting while using a completely dry brush. Do this in silence, guiding them to focus on shadow areas, imagining how the painting will develop and visualizing the composition on their paper. Distribute ink during this time.
When they are ready they may begin drawing. Work time should be very quiet. 30 mins.
At the end of the work time, students should sign their drawing using a fine brush. (Include abbreviated name, date, and class section, and sign the work in an appropriate place). 5 mins.
CLEAN UP: 10 mins.
Blot remaining ink up with scrap tissue.
Put brushes, water cups, and lids in the bucket and return to sink area. Rinse and stack.
Return tissue and paper towel rolls, then wipe up table with wet paper towel.
Place ink drawings in the drying rack.
Francisco Goya, The Third of May or The Duel
EXTENSIONS/NOTES: This lesson should
be sequenced after students have experience developing value in pencil
drawings and paintings, and after they have practiced with brush technique
by working on watercolor paintings. Using the lesson around Halloween helps
students relate to the ideas of developing dramatic mood through the use
of light and dark values, and encourages students to develop expressive
rather than stereotypical images.
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© Rebeka Short, all rights reserved
Note: For permission or copy or publish, e-mail: firstname.lastname@example.org
SOURCE: Rebekah Short, Westview Elementary School, Topeka, IN
SOURCE: Rebekah Short Ó