• Anticipatory Set - Write my name on the white board using hieroglyphics, after students sit down greet them and ask the following questions:
  • Does anyone know what word I wrote on the white board?
  • What language do you think this is?
  • Has anyone ever heard of "hieroglyphics" before?
  • What are "hieroglyphics"?
• Present power point on Egyptian hieroglyphics. (For visual learners.)
  • Ask for a volunteer to point out Egypt on the map.
  • Explain "hieroglyphics" and show examples.
• Pass out hand-out on hieroglyphics.
• Select a student and do a demonstration on the white board writing their name in hieroglyphics. Ask students to follow along on their hand-out.
• Pass out paper and pencils for students to practice writing their names with hieroglyphics.
  • Give students 10-12 minutes to practice writing their name.
  • Walk around room and assist students as needed.
• Continue with the power point on Egyptian portraits.
• Show examples of the project: Egyptian self portraits.
• Discuss traits of Egyptian portraits. (Opportunity for verbal/linguistic learners to participate in discussion and later on in critique, interpersonal learners will be able to learn as a group.)
  • The head and legs are in profile. The body is is front view. Why do you think that is? Why?
  • Explain how Egyptian artists wanted to show the width of the chest.
  • Foreshortening (show examples) - when an object appears compressed when it is seen from a certain viewpoint.
  • Did the artists of the Egyptian portraits use foreshortening? Why or why not?
  • Explain that Egyptian artists didn't know about foreshortening, which is why they went from profile view to front view and returned to profile view.
  • What colors did the artists use in the portraits?
    • Reddish-brown was used for men.
    • Yellowish-buff was used for the women.
    • These colors were used to distinguish the two sexes, not because they were actually those colors.
    • Many of the portraits appeared flat due to their use of color and lack of foreshortening.
• Demonstrate how to draw a self portrait in Egyptian style.
  • Ask students to imagine that they are Egyptian and are going to paint a self portrait.
  • Demonstrate how to draw a face in profile view.
  • From there demonstrate how to draw a body and arms in front view.
  • Finish by returning to profile view and draw the legs and feet.
  • Go over how the Egyptians adorned their heads with wigs and crowns.
  • Remind students to add Egyptian elements.
    • Clothing
    • Hairstyles
    • Jewelry
    • Footwear, etc.
• Pass out paper for students to begin drawing their portraits. (Intrapersonal learners will be able to work alone during this time.)
  • Walk around the room and assist students with their drawings as needed.
• Before students leave remind them that next week they will paint their portraits with tempera paint.

• Anticipatory Set - Have your name written on the white board again as students enter the classroom.
  • Does anyone remember what this is called? (Hieroglyphics)
  • What country do they use hieroglyphics in? (Egypt)
  • Pass out self portraits from Week One.
  • Pass out the hand-out on hieroglyphics from Week One.
• Allow students to finish drawing their portraits if needed.
• Pass out tempera paints, brushes, and water to students.
• Remind students to think about Egyptian elements in their drawings.
  • How can the viewer tell if the person in your portrait is Egyptian or not?
  • What kinds of clothes are they wearing? Jewelry?
  • What's in your background? How can the viewer tell if you are in Egypt.
  • Is your name in hieroglyphics included in your drawing?
• Before students begin painting remind them:
  • Reddish-brown was used for men, so if you are a boy use reddish-brown.
  • Yellowish-buff was used for women, so if you are a girl use yellowish-buff.
• Demonstrate briefly on how to mix colors to make reddish-brown and yellowish-buff.
• Allow students to begin painting, walking around the room and assisting them as needed.
• When students are finished ask for volunteers to show their paintings to the rest of the class.
• What makes this portrait Egyptian? How is it similar or different to the portraits we looked at in class?
• Did you include your name in hieroglyphics?
• What colors did you use to paint the skin?

1. Anticipatory Set

• Have the word "line" written on the white board and examples of the project hanging in the front of the room.

1. Concepts

• Ask for a few volunteers to share what they think "line" means.
• Ask students to give examples of line and draw them on the white board under the word "line" as they say them.
• Ask for a volunteer to share what a "landscape" is.
• Ask for a volunteer to find a landscape within the room (Starry Night by Vincent Van Gogh). Make sure all of the students agree that it is a landscape.
• Show students my example of a landscape made up of lines. Ask questions:
  • What kinds of lines did I use in my landscapes? How can you tell what it is that I drew?
• Explain to students that they are going to use line, like the lines we drew on the board, to create a landscape.

3. Demonstration

• In the front of the room on a large sheet of white paper begin drawing a landscape using line.
• Ask students for ideas on what lines to draw and what they could represent.
• Use different color sharpie markers and ask students what kind of mood it creates and why as you draw.

4. Production

• Pass out paper to each student.
• Instruct them to begin drawing their landscapes using pencil.
  • Remind them to use lines to create their landscape.
  • Leave the lines you drew on the board as a reference.
• After a majority of the class has finished drawing with pencil, allow them to use sharpie markers to go over their lines.
  • Remind them to think about color and the mood or feeling it creates.
  • After 10 minutes or so, ask students to put the sharpie markers away.
• Allow students to begin filling in areas with crayon, but remind them to keep some areas open for watercolor (show them my example again).

5. Closure

• Collect papers and remind students they are able to finish next week.
• Ask for a few volunteers to share with the class how they used line in their landscape.
• Ask for a few different volunteers to share how they used color to create a mood or feeling in their landscape.

1. Anticipatory Set

• Have examples of landscapes in the front of the room, with the one I began demonstrating on in the center of the white board.

2. Demonstration

• Ask for a volunteer to to share with the class what we did last week.
• Ask if anyone remembers the artist who painted "Starry Night." (Vincent Van Gough)
• Explain to the class that they are going to be using watercolor to fill in the space in their landscape.
  • Ask several students: What do you think watercolor will do to your painting? Why?
• Review with students on how to use watercolor.
  • Ask class: After I dip my paintbrush in the blue should I dip it in the yellow?
  • What will it do?
  • What should I do?
• Do a brief demonstration on adding watercolor to your landscape.
  • Should I only use blue in the sky? What other colors could I use?
  • What kind of mood will that create for my landscape? Why?

3. Production

• Ask for volunteers to pass out the landscapes to students.
• Allow students to finish using crayon on their landscape if needed.
• Pass out watercolor and water.
• Have a student volunteer pass out one paintbrush to each student.
• Allow students to begin using watercolor on their landscapes.

4. Concepts

• Stop students after about 10 minutes.
• Show students my example of the finished product.
  • How did I use watercolor in my painting?
  • What mood or feeling do you get when you look at my painting? Why?
• Explain foreground, middle ground, and background to students.
  • Foreground is what is closest to you (show on my landscape).
  • Background is the sky and whatever is furthest away (show on my landscape).
  • Middleground is everything that is inbetween (show on my landscape).
  • Allow them to visualize by giving an example of when they are on the playground.
• Allow students to continue working on their landscapes.

5. Closure

• Have my finished example hanging in the front of the room.
• Ask for 3 volunteers to come to the front of the room.
• Have "Contestant One" find the foreground in the painting. Make sure the class agrees.
• Have "Contestant Two" find the middleground in the painting. Make sure the class agrees.
• Have "Contestant Three" find the background in the painting. Make sure the class agrees.
• Have students put their finished paintings on the dry rack when done.