Abby Sears

Reading in the Content Area

SUB19 AE3240
Erica Richard

Arts Integrated Elementary Level Lesson Sketch (Incomplete Lesson Plan)

Watercolor Galaxies: Grade 5, Three 45 minute class periods

What: ​In this lesson, students will be learning about constellations as well as
watercolor techniques. Students will be creating watercolor paintings using a variety of
techniques but also integrating their new found knowledge of constellations into their
paintings by adding known constellations as well as constellations of their own creation.

Why: ​This activity allows students to explore science and art together while
creating something beautiful and imaginative. This lesson will help students see the
connections between art and other subjects. Art Integration can be so important in
student learning. For students who don't see themselves as being good at science, this
project allows them to create artwork while learning science, and when they begin to
learn about outer space in their science class, these students will feel more confident
and ready to learn. The same can be said about the students who prefer science over
the arts. Now in art class they can use their knowledge and interests in science to
create a wonderful painting of a galaxy that they can call their own. If students can
understand the purpose of why we are creating, and how it relates to their lives outside
of the art room, they will be more engaged in their lessons and more willing to create
art.

How:

Step one: Gather materials together. You’ll Need:

● Bristol Coldpress Watercolor Paper 8x11

● Rawsons watercolor palettes
● Rawsons White Gouache (big tube)
● Watercolor brushes
● Salt
● Rubbing alcohol
● Rulers
● Q-tips
● Cups
● Paper towels
● Printed sheets containing various constellations (Laminated)
● A Smile
● Pencils
● sketchbooks
 Step two: Introduce your class to this assignment by asking if anyone here has
ever been to outer space? Has anyone ever looked up at the stars? Does anyone know
any constellations? Explain how the constellations were created and read through some
of the constellations and their meanings. Explain that some constellations were created
to tell epic tales and some were created to celebrate important inventions. Students will
need to brainstorm in their sketchbooks which constellations are their favorite, which
sounds the coolest, which they connect with the most. Ask students if they were to
create a constellation what would it be, and why, have them sketch it out.

Step three: Tell the students their project for the next few days will be
surrounding the idea of constellations. They will be required to create a watercolor
galaxy and then add at least two constellations within it, one has to one of the 88 known
constellations and the other has to be of their own imagination but must have a reason
behind it. The students will most likely not have time to start their paintings on the first
day, so plan to start painting at the beginning of the next class.

Step four: Day two, let’s get down to business, how are the students supposed to
start their galaxies? You will give demonstrations throughout the project, the first one
will be to show students how to create a wet on wet painting. Students need to have a
piece of bristol paper, a watercolor palette (they can share if they have to), a watercolor
brush and a cup of water. The students want to use the wet on wet technique just
demonstrated to fill their paper with their galaxy. (you want to make sure the watercolors
they choose are very pigmented, or else the students will have to do many layers, which
will take a lot longer, and could destroy their added affects which will be talked about in
the next step).

Step five: You will demonstrate how to use salt and rubbing alcohol on the wet
watercolor paint to give the painting different textures and designs. Be very stern when
reminding students not to eat or drink these materials. But keep a watchful eye out
anyway. Students will then add the salt and alcohol to the painting if they wish, by the
end of class they should have the space part of their galaxy finished. Next class will be
about creating the constellations. If students are speedy with their galaxies, they can
work on their ideas for constellations in their sketchbooks.

Step six: During the start of the third class, demonstrate how to use the white
gouache to create stars and constellations. First we take a pencil and lightly draw where
we want our constellations to be then we take a ruler and delicately paint the lines
between the constellation’s stars. After the two required constellations are painted the
students can choose to add more or can start filling their galaxy with stars. Students can
be deliberate when placing their stars, or can flick the paint onto the paper with their
brushes.

Step seven: Students will have to complete an exit ticket for class. Students will
have to write about their constellation and why they created it, also include why they
chose the known constellation. Students will hand in these reflections with their painting
before they can leave (there would be a handout for them to complete).

Visual Arts Grade Level Expectations at a Glance Standard Grade Level

Expectations

Fifth Grade Standard 2

Envision and Critique to Reflect

Subsection 2: Specific methods of planning support the development of intended

meaning

How does the constellation you chose, reflect you as an artist? VA.5.2.2

Inquiry Questions:

1. How can students use reflection to envision a resolution of their ideas?

2. How can students consider alternatives while making works of art?

3. How can students use planning to create meaning?

4. How can students use research to determine a method of planning that

best supports personal artmaking?

VA.5.2.2

Colorado Science Standards 2020

Standard 3: Earth and Space Science

Substandard 1: Stars range greatly in size and distance from Earth, and this can explain
their relative brightness SC.5.3.1

Evidence Outcomes

Students Can: a. Support an argument that differences in the apparent brightness of the
sun compared to other stars is due to their relative distances from the Earth. (5-
ESS1-1) (Clarification Statement: Limited to relative distances, not sizes, of stars. Does
not include other factors that affect apparent brightness [such as stellar masses, age
and stage].)

SC.5.3.1

Research: ​In this lesson sketch I have a few statements and practices which I believe
are the best practices to have as an art teacher. They are as follows:

● Multimedia instruction
○ Multimedia instruction is one of the best practices for classrooms because
it “engages students, aids student retention of knowledge, motivates
interest in the subject matter, and illustrates the relevance of many
concepts.” Especially now in today’s rich technological world, many
children learn how to use a smartphone before they learn how to write
their own name. Why not include this familiar tech into the instructions so
that students feel as though they already know something important. For
this lesson plan in particular, it would be difficult to simply read about
constellations to the students, but adding a projector allows students to
look at the constellations while we are talking about them. This also
incorporates both auditory and visual learning.
https://serc.carleton.edu/sp/library/media/index.html
● Formative assessment
○ Formative assessments are important in the teaching practice because
they “check for understanding along the way and guide teacher decision
making about future instruction; they also provide feedback to students so
they can improve their performance.” In this lesson students can be
formatively assessed on many different stages of the lesson. Do they
understand the science terms, art terms, techniques? Formative
assessment is a great way to see if your are doing your job successfully
and if students are learning.
https://www.scholastic.com/teachers/articles/teaching-content/what-are-for
mative-assessments-and-why-should-we-use-them/
● “...conceptual approaches can serve as models for meaningful interdisciplinary
teaching and learning” Contemporary Strategies for Creative and Critical
Teaching in the 21st Century- Jessica Hamlin and Foe Fusaro
○ In this quote, I want to emphasize the idea of meaningful interdisciplinary
teaching and learning; meaning, Arts Integration. Arts integration is
definitely one of the best practices one can have in their classrooms,
regardless of the subject you teach. It has been proven that students are
able to retain more information over a longer period of time in art
integrated classes, than not. This will help in the long run for students
because you will have an easier time making sure students are meeting
 your classroom standards for teaching. Art integration is also important, as
mentioned above, because it gives students who wouldn't necessarily
engage with a certain subject, a chance to see the connections and uses
each subject has. Also, it can possibly boost a child’s confidence in other
subjects.
● “Follow curiosities and pursue meaningful questions” Contemporary Strategies
for Creative and Critical Teaching in the 21st Century- Jessica Hamlin and Joe
Fusaro
○ Sparking curiosity in students is a wonderful practice. It allows students to
become naturally engaged in a lesson or subject without feeling forced.
Curiosity is a great subject to explore and can open up many avenues for
teachers to further engage their students. If teachers paid more attention
to student interest then its possible they would have a full roster of
engaged students ready to learn.
● “Learning to reach beyond one’s capacities, to explore playfully without a
preconceived plan, and to embrace the opportunity to learn from mistakes and
accidents” Connecting Creativity to Understanding- Lois Hetland
○ This quote is very important to me because it relates so well to my
teaching philosophy. Being able to embrace mistakes and accidents is
such a powerful skill to learn. I want my students to understand that it is
okay to make mistakes and how one mistake can make your art 100 times
better. In this lesson students will be doing watercolor galaxies so pretty
much anything goes. If a student thinks they have made a mistake it can
be easily mended or even enhanced to make a wonderful galaxy.

Outcomes:

1. Students use reflection to envision a resolution of their ideas (Brainstorming)

2. Students consider alternatives while making works of art (Alcohol or salt)

3. Students use planning to create meaning (Which constellations they use)

4. Students use research to determine a method of planning that best supports

personal artmaking (Researching the constellations)

Rubric:

You nailed it!! Nice work! You’re getting Lets try

Keep there, keep harder next
improving trying. time.

Use of Used the Used the Used the Used the

watercolors watercolors watercolors watercolors
Materials correctly with rich correctly (no correctly(no incorrectly
and full smushed brushes or smushed brushes or (smushed brushes
pigmentation ruined color palette) ruined color palette) or ruined color
palette)
Included both Included at least No additional
additional materials one of the additional materials used No additional
(salt, alcohol) to materials (salt, materials used
create special alcohol)
effects on the
watercolors

Process Utilized class time Utilized class time Utilized class time to Did not utilize class
proficiently and efficiently an extent time
followed directions
Followed directions May have had to be Had to be redirected
Used correct redirected many times
technique, wet on Used correct
wet with strong techniques (with wet Tried to follow Little understanding
pigment brush and directions of techniques
pigmentation) (how to get pigment
Showed Technique can be and the wet on wet
 understanding and improved (lack of technique)
helped other pigment or water)
students in the
process

Creation of Constellation has a Constellation has a Constellation has a Either no

personal meaning to personal meaning to vague meaning to constellation or a
personal student student student lack of any personal
constellation meaning
The shape and
design is dynamic
and relates to the
meaning

Added an additional
meaningful
constellation

Inclusion of Depiction of known Included an Depiction of Either no known

constellation accurate depiction constellation, but is constellation, or the
known rendered correctly of known not scientifically constellation is
constellation constellation accurate painted incorrectly
Added an additional
constellation

Self Reflected on the Reflected on the Reflected on the No self reflection

use of materials, reasons behind their created
Reflection process and artistic choices constellation
creation of the
constellations Reflection includes
backstory on
Reflection includes created
backstory of both constellation
known and created
constellations