Title: landscape painting
Visual Arts Lesson Plan: Exploring Landscapes- Grade 2
This lesson plan is patterned after the Ontario Curriculum Unit Planner 2.51 PLNR_01 Masks, Mosaics, and Masterpieces – Grade 2 Unit- Exploring the Group of 7 Landscapes.
Objective: Students will learn how the elements of design (colour, line, shapes, form, texture) are used by artists in their landscape paintings. Students will apply the elements of design by creating a landscape painting.
Specific Curriculum Expectations:
Students will describe how the secondary colours can be created by mixing the primary colours. - modified- students will demonstrate rather than describe
Students will identify types of lines in art works and in the environment. Accommodate-point instead of oral language
Students will make artistic choices in their work, using at least two of the elements of design specific for this grade for a specific purpose.
Students will describe, using appropriate vocabulary, how artists use the elements of design to create a specific effect (e.g. diagonal lines to suggest movement. ) modified- identify elements of design present in their art work.
Students will participate in group discussions, demonstrating a sense of when to speak, when to listen, and how much to say. Modified - students will work in groups in putting up the art bulletin board.
Concepts- elements of design- colour, line, shapes, form, texture
Primary colours and secondary colours
Accomodations/Modifications- peer tutor/partner, increased teacher attention, increased time.
Regular classroom with desks placed together into groups of four. Classroom has access to a sink.
Materials & Tools:
Paint brushes, tempera paint, 9"x 12" paper for paintings, small yoghurt containers for mixing paint and water in, pencils, plain copy paper and clipboard for sketching, as well as newspapers and paper towels to clean up with afterwards, drying rack, stickers for writing student names in.
Various landscape pictures by different landscape artists - format - books, cd clips, pictures and posters.
How many of you love looking at pictures like these? (wait for children’s response as you show landscape paintings).
Aren't these pictures beautiful? They're pictures of mountains, lakes, forests, trees, hills, etc. (point to landscape forms). These are landscape paintings(write word on the board). There usually aren't any people in landscape paintings. Do you see people here? Or cities with big buildings? (show students more pictures) -concept of landscape explained. Show more pictures and have students raise their hands if they have had first hand experience, and talk if they want to, about real life experiences with landscape forms.
Today, we're going to find out how we can do landscape paintings. We'll look at colour, line, shape, and texture.
What is line? Draw on board various lines.
Colour? Have students point to various colours.
Shape? Point and draw various shapes.
Texture? Have students feel with their fingertips different textured surfaces around their classroom.
Have students go into groups and identify in the pictures what colours, lines, shapes and textures through describing or pointing or drawing.
Distribute clipboard, pencils and sketching paper. Have students create their versions of a landscape painting. They will need to go outside to do this – young children need to experience a landscape before making one of their own. Sketch and draw out their ideas first using pencil and paper. Encourage students to use a variety of lines, colours and shapes. Leave resource books around for students having difficulty with visualizing their landscapes. When students have finished their sketches, they will start painting at their desks. At their desks will be the primary colours, paint brushes, paper, water and containers for creating secondary colours. Give students the chance to experiment and model with creating different colours.
Students clean up their desks and write in their journal using the following sentence structures:
The title for my painting today is…
When I look at this painting, it makes me feel…..because….
I like the way I used …… to create…..
Review and Evaluation:
Assessment - observation, anecdotal notes, checklist/rubric
Multiple Intelligences utilized - linguistic, bodily kinesthetic, spatial, intrapersonal
Students will work cooperatively in setting up their art bulletin board for a gallery walk as a informal peer review and opportunity for oral lang. practice.
Submitted by: K Ng