Watercolor Segment

1
Grade Level: 10 HS Proficient

Segment Title: Explorations with Watercolor
Central Focus - Big Idea: Watercolor will be used as a vehicle to broaden perspective, expand
awareness and develop emotional intelligence through an exploration of unfamiliar techniques, chance in
art, and the perspective of an established artist.
Name(s):
RATIONALES
Why this lesson for these students at this time in terms of prior academic learning, student
development and personal/cultural/community assets?
This lesson segment changes perspective and will push students outside of their comfort
zones. Throughout the lesson segment, students will use unfamiliar watercolor techniques,
incorporate chance into their art, and consider the perspective of an established artist.
Exploring new mediums and techniques pushes a person to develop as an individual and
artist. Creating art with unpredictable techniques inspires new ideas and processes.
Looking from a perspective other than our own develops thoughtfulness and empathy. All of
these practices broaden perspective, expand awareness and develop emotional intelligence.
Prior academic learning included:

Color theory
Still life drawing and painting
Pen and ink drawing
This segment builds on this by:

Mixing watercolor paint
Painting from a still life
Incorporating pen and ink drawing into a watercolor painting
Relevant developmental information (with citation): Adolescents can think logically about
both abstract and concrete information; making it possibly to think in an artistic creative
manner. Using this ability to can help adolescents meet their need to develop a sense of self
and a sense of social self as a part of a community (Kerlavage, 1998).
Personal/cultural or community asset connections: Empathy is essential to community. In

order to form connections with others we must be able to change our own personal point of
view and consider others. Experimenting with unfamiliar and uncontrollable artistic
techniques, as well as painting from the eyes of another, develops understanding and the
ability to alter perspective. By practicing these skills throughout the lesson and life,
students will grow their emotional intelligence and continually grow as members in their
communities.
2
LEARNING SEGMENT OBJECTIVES

Include NCAS standard(s) referenced by level with each objective.
Cr, Cn, Pr, Re
Use multiple approaches to begin creative endeavors (VA:Cr1.1.Ia)
Workshopped: Students will experiment with a wide range of approaches to watercolor
and use those techniques, combined with the blow technique, to begin creative
endeavors (VA:Cr1.1.Ia).
Engage in making a work of art or design without having a preconceived plan (VA:Cr2.1.Ia).
Workshopped: Engage in making a watercolor using linear painting without having
a preconceived plan of any kind (VA:Cr2.1.Ia).
Analyze how ones understanding of the world is affected by experiencing visual imagery
(VA:Re7.2.Ia).
Workshopped: Students will reflect on a visual image and analyze how the image affects
their emotions and understanding of the world (VA:Re7.2.Ia).
Pr
Cn
ACADEMIC LANGUAGE DEMANDS
Key Vocabulary (required):

Watercolor- artists' paint made with a water-soluble binder such as gum arabic, and
thinned with water rather than oil, giving a transparent color.
Wet in Wet (watercolor technique)- Creates a blurry blend of paints that is great for
backgrounds, or particularly moody foregrounds.
Within and Without (watercolor technique)- Creating subject by painting the object itself
within its space, or creating the object by painting around it.
Glazing(watercolor technique)- a similar watercolor technique to a wash, but uses a thin,
transparent pigment applied over dry existing washes. Its purpose is to adjust the color
and tone of the underlying wash.
Linear(watercolor technique)- Boundaries are defined by the line. Linear strokes are
gestural marks and traces of hand movement.
Target Language Function (required):

Define techniques practiced in watercolor
Identify in written form the affects of visual experiences
Translate a photo into a painting using the wet in wet watercolor method
Construct two keys; one of color mixing specific to watercolor and the other of watercolor
techniques
Discourse learning:
Planning and creating will happen through discussion. Through conversation students will problem
solve and work through process to make their most successful works of art.
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COMMON CORE ALIGNMENTS (cite specific CCSS standard)
ELA MATH/SCIENCE
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more
artists for how they treat the same or similar
topics, including which details they include
and emphasize in their respective accounts.
ASSESSMENTS
EVALUATIVE CRITERIA [Across Learning ASSESSMENT INSTRUMENTS

Segment] [Across Learning Segment]
Formative & Summative / Formal & Informal /
Accommodations & Modifications for entire unit.
Writing prompts will be read and explained Informal Assessment:

to those who have difficulty understanding Discussion
question. 2 Reference sheets
Extended instruction will be given to Mixed media pen and ink artwork
students who have difficulty understanding
material. Summative Assessment:
Self-assessment rubric
Written analysis
Written reflection
LESSON 1 Overview and Daily learning outcomes referenced to NCAS: Cr - Cn - Pr - Re
(Two Blocks)
1: Create a reference sheet of color theory using watercolor. Create a reference sheet of
watercolor techniques. Practice blowing technique.
2: Create two works of art that combine watercolor and pen and ink.
(1 Block)
Create Watercolor painting from still life using linear technique.
(1 Block)
Reflect on photograph and respond to writing prompt.
Recreate photograph with wet in wet technique.
Reflect on painting of photograph and respond to second writing prompt.
4
Pr
Cn
TEACHER RESOURCE GUIDE

RESOURCES USED IN PLANNING THE LESSON
Include websites, books, etc. that informed your research about the lesson ideas.
http://www.watercolorlearningcenter.com/
Crespo, Michael. Watercolor Class. New York: Watson-Guptill, 1994. Print.
http://e.367art.net/painting-view.asp?id=2201
VISUAL REFERENCES
Include relevant thematically related images that support the lesson. Include citation information
Blown Watercolor
with pen and ink
(Artist Unknown)
5
Blown Watercolor
with pen and ink
(Artist Unknown)
Linear Strokes
Linear
Paul Cezanne
Still Life with
Green Melon
1906
6
Wet in Wet
(Artist Unknown)
Wet in Wet
Edgar Whitney
Vermont
Within and
Without
Paul Cezanne
Skull on drapery
1902
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RELEVANT RESEARCH: Material Research
Color Theory
Blowing Technique
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MATERIALS, TOOLS, AND SET-UP

What do you need to prepare to be ready?
Set-up
Lesson 1:
Prepared technique example pages
Locate and count watercolor palettes, pens, brushes, straws and ink
Cut paper to size
Lesson 2:
Arrange still life
Supplies out and ready
Lesson 3:
Print writing prompts
Have back up images printed to inspire thought
Watercolor supplies out and available
Lesson 4:
Lesson 5:
Materials
Watercolor palettes
Water containers
Straws
Arches paper
Economy watercolor paper
Oaktag Strathmore Imperial 500 series paper
Pencil
Ruler
Compass
Pen
Ink
Paper towels
Printed images
Paper cutter
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LESSON 1: Techniques and Chance

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
LESSON LEARNING LESSON EVALUATIVE CRITERIA LESSON ASSESSMENT INSTRUMENTS

OBJECTIVES You will know the student Attach rubrics, requirements,
Referenced to NCAS accomplished the learning guides.
segment objectives because you will be able to You will gather the evidence
As a result of this lesson, observe the following through:
students will know or be evidence with Formative Summative / Formal -
able to: accommodations & Informal
modifications:
Students will Students will create two Informal Assessment:

experiment with a individual practice pages of
Discussion
color theory and techniques
wide range of Reference sheets
specific to watercolor. These
approaches to pages will serve as references Mixed media pen and ink
watercolor and use throughout the unit. Students artwork
those techniques, will then experiment with the
combined with the blow technique. This technique
explores chance in art making Formal Assessment:
blow technique, to
and the compositions created Lesson 1 of 5 in end of unit
begin creative will act as starting points for rubric
endeavors mixed media pen and ink
(VA:Cr1.1.Ia) drawings.
Cognitive Engagement
Include warm-up / motivational set, student inquiry for the intended learning outcomes,
closure-revisit objectives. Include questions and brief overview of topic discussion.
INTRODUCTION/ MOTIVATION:
Time: Day 1 (83 minutes)
Review color theory/ explain difference between other paints and watercolor/ discuss unit(10min)
Create Color Theory reference practice page specific to watercolor (30 min)
Create Watercolor Technique page (30 min: 15 squares- 2 min each)
Demonstrate watercolor blowing technique (10 min)
Clean-up and briefly announce activity next class (3 min)
STUDENT INQUIRY/ EXPLORATION:
Introduce todays task and explain (5 min)
Demonstrate blow technique and explain how to incorporate pen and ink (10 min)
Create 2 watercolors with blow technique (15 min)
Look at paintings and sketch (10 min)
Ink sketches into 2 watercolor paintings (30 min)
Clean- up (5 min)
REVIEW OBJECTIVES/CLOSURE:
Time: Day 2 continued (8 minutes)
Briefly explain next watercolor assignment and reflection (5 min)
10
Expanded Script with Questions and Content Knowledge:
Review color theory/ explain difference between other paints and watercolor/ discuss unit (10min)
Most of you have had experience with watercolor and know how its different than other paints, but
just to review were going to make a reference sheet of color theory with watercolor.
Create Color Theory reference practice page specific to watercolor (30 min)
Create circle with compass for wheel
Primary colors (paint to left then on wheel)
Secondary coors (repeat)
Tertiary colors (repeat)
Tint This is different than other types of paint because you would usually add white, but
instead with watercolors you add water to lighten.
Shade
Tone
Complementary colors
Split complementary colors
Analogous colors
Mix complements to make grey This can be really difficult and take time and practice. You
need just the right amount of each compliment and water to get it to be grey and not a murky
brown.
Techniques at bottom: Stamp, tip and heel, wet, and dry.
Create Watercolor Technique page (30 min: 15 squares- 2 min each) Go through and create each (flat
wash, graded wash, irregular wash, wet on wet, alcohol, blotting, lifting, erase with stencil, resist,
salt, masking, crumpled plastic wrap, stretched plastic wrap, scratching, and scraping.)
Demonstrate watercolor blow technique (10 min) Students can practice on small piece of oaktag
during demo Get paint wet enough to drip off brush and you can continue to add water to
encourage it. Build up drops and spread them around. If you want colors to flow into each other
place them close. Use the straw to blow. You will not have much control at all over the outcome, but
be intentional with breath and you can change the direction of your paper as well. Also make sure
you blow it enough so it is thin enough to dry relatively quickly.
Clean-up and briefly announce activity next class (3 min)

Introduce todays task and explain (5 min) We are going to be using the blow technique we
practiced last class and combine it with pen and ink. You can also incorporate any of the watercolor
techniques we went over last class. Your only requirements are to use both watercolor and pen and
ink together to create two works of art.
Bring out blow technique sheet from last class and explain how to incorporate pen and ink (10 min)
Look at the shapes in the blown watercolor pieces you make. Sketch images, patterns, or anything
you want to incorporate. You will know you're ready to ink it in when you feel like your sketched
combined with the blown watercolor will create a good composition and unified artwork.
Create 2 watercolors with blow technique (15 min)
Look at paintings and sketch individually (10 min)
Ink sketches into 2 watercolor paintings (30 min)
Clean- up (5 min) Works on drying rack, pens rinsed out and point up in container, inks and
watercolor palettes go back where you got them.
Time: Day 2 continued (8 minutes)
11
Briefly explain next watercolor assignment and reflect Next class we will be creating linear
paintings! Today we experimented with chance in art, the blow technique allows for little to no
control during the making, the challenge was to resolve them with with a sketch plan that you inked
in. When you paint with the linear technique next time, you will just be using watercolor and you
will paint without sketches or any preconceived plan.
Post-Curricular Reflections: (Date: / / )
LESSON 2: Unplanned Linear Painting


modifications:
Engage in making a Students will use linear Informal Assessment:

watercolor using techniques without a Discussion
linear painting preconceived plan to paint a Artwork
without having a watercolor still life.
preconceived plan of Formal Assessment:
any kind Lesson 2 of 5 in end of unit
(VA:Cr2.1.Ia). rubric
Time: 15 minutes
Introduce assignment (5 min)
Demo Linear watercolor and explain objective (10 min)

Time: 55 minutes
Create large linear watercolor from still life
Time: 13 minutes
Clean-up (5 min)
Discuss art making without an in depth plan compared to with a concrete plan and exploration (8
min)
12

Introduce assignment (5 min) Today we are going to be using linear strokes to paint a still life. There
will be no plan, and no sketching. You can practice brushstrokes before beginning, but you cannot
use pencil to paper to layout your composition. You should aim for these works to be completed
works of art, but remember that this is an exploration.
Demo Linear watercolor and explain objective (10 min)
Show linear visual example.
Explain brush strokes

Time: 55 minutes
Create large linear watercolor from still life.
Help students as they work, but let them work without too much interruption unless it is
necessary to benefit the whole.
Time: 13 minutes
Clean-up (5 min) Watercolors on drying racks, water containers rinsed out, brushed washed out and
stored bristles up, and watercolor palettes clean and back in cabinet.
Discuss art making without an in depth plan compared to with a concrete plan and exploration (8)
When we make without a plan we often make artistic discoveries. Since we do not expect a piece to
end up in a certain way, we can grow the work into whatever begins to form on the paper. The
discoveries made in unplanned artworks by chance can really benefit future artwork we make.
LESSON 3: Uncontrolled Wet in Wet


modifications:
Students will reflect Students will choose an image Informal Assessment:

on a visual image and that inspires feeling. They will
describe this feeling in written
Discussion
analyze how the form and recreate it three times Artwork
image affects their using wet in wet watercolor
emotions and techniques. The nature of this Formal Assessment:
understanding of the technique will offer little control
Two writing prompt responses
world (VA:Re7.2.Ia). and will produce very different
visual experiences. The student Lesson 3 of 5 in end of unit
will choose one of their rubric
paintings and reflect again. He/
she will write the new feelings
caused.
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Time: 25 minutes
Explain and show examples of wet in wet (5 min)
Demonstrate all three techniques (15 min)
Have students reflect on their printed image and respond to prompt in written form (5 min)
Time: 35 minutes
Experiment with techniques and colors on scrap paper (5 min)
Create 3 watercolor paintings based on printed image (30 min- 10 min each)
Time: 23 minutes
Choose one painting (3 min)
Reflect and respond to prompt in written form (5 min)
Clean-up (5 min)
Review wet in wet. Discuss reflection and how visual experience changed (10 min)
Time: 25 minutes
Explain and show examples of wet in wet (5 min)
Make sure paper is very wet
Loosen paint well
Let colors blend into one another
Dont force colors
Allow necessary drying time to layer
Demonstrate all three techniques (15 min)
Within line
Soaked paper
Within shapes
Have students reflect on their printed image and respond to prompt in written form (5 min)

Time: 35 minutes
Experiment with techniques and colors on scrap paper (5 min) Think about the colors you will
choose. How will they blend? Think about the environment. Test how you plan to work on scrap
paper.
Create 3 watercolor paintings based on printed image (30 min- 10 min each)
Time: 23 minutes
Choose one painting (3 min) Choose the painting that inspires most feeling.
Reflect and respond to prompt in written form (5 min)
Clean-up (5 min)
Review wet in wet. Discuss reflection and how visual experience changed (10 min)
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LESSON 4: Within and Without


modifications:
Time:

Time:
15
Time:
LESSON 5: Movement of Greys (Glazing)


modifications:
Time:
16

Time:
Time:

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1

Grade Level: 10 HS Proficient

Prior academic learning included:

This segment builds on this by:

Personal/cultural or community asset connections: Empathy is essential to community. In

LEARNING SEGMENT OBJECTIVES

ACADEMIC LANGUAGE DEMANDS

Key Vocabulary (required):

Target Language Function (required):

COMMON CORE ALIGNMENTS (cite specific CCSS standard)

EVALUATIVE CRITERIA [Across Learning ASSESSMENT INSTRUMENTS

Writing prompts will be read and explained Informal Assessment:

LESSON 1 Overview and Daily learning outcomes referenced to NCAS: Cr - Cn - Pr - Re

LESSON 4 Overview and Daily learning outcomes referenced to NCAS: Cr - Cn - Pr - Re

TEACHER RESOURCE GUIDE

RELEVANT RESEARCH: Material Research

MATERIALS, TOOLS, AND SET-UP

LESSON 1: Techniques and Chance

LESSON LEARNING LESSON EVALUATIVE CRITERIA LESSON ASSESSMENT INSTRUMENTS

Students will Students will create two Informal Assessment:

Expanded Script with Questions and Content Knowledge:

STUDENT INQUIRY/ EXPLORATION:

Post-Curricular Reflections: (Date: / / )

LESSON 2: Unplanned Linear Painting

LESSON LEARNING LESSON EVALUATIVE CRITERIA LESSON ASSESSMENT INSTRUMENTS

Engage in making a Students will use linear Informal Assessment:

STUDENT INQUIRY/ EXPLORATION:

Expanded Script with Questions and Content Knowledge:

STUDENT INQUIRY/ EXPLORATION:

Post-Curricular Reflections: (Date: / / )

LESSON 3: Uncontrolled Wet in Wet

LESSON LEARNING LESSON EVALUATIVE CRITERIA LESSON ASSESSMENT INSTRUMENTS

Students will reflect Students will choose an image Informal Assessment:

Expanded Script with Questions and Content Knowledge:

STUDENT INQUIRY/ EXPLORATION:

LESSON 4: Within and Without

LESSON LEARNING LESSON EVALUATIVE CRITERIA LESSON ASSESSMENT INSTRUMENTS

STUDENT INQUIRY/ EXPLORATION:

Expanded Script with Questions and Content Knowledge:

Post-Curricular Reflections: (Date: / / )

LESSON 5: Movement of Greys (Glazing)

LESSON LEARNING LESSON EVALUATIVE CRITERIA LESSON ASSESSMENT INSTRUMENTS

STUDENT INQUIRY/ EXPLORATION:

Expanded Script with Questions and Content Knowledge:

Post-Curricular Reflections: (Date: / / )

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