Lesson Plan Title:____Watercolor/Oil pastel resist_______ Length:_________________________________

Pre-Assessment:
This will need to be done prior to teaching the lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.

Students will take a short pre-assessment to answer a few questions:

1. Have you ever used watercolor paint before? If so, did you use any other materials with it, or just the paint?
2. Have you ever used oil pastels before? If so, did you use any other materials with it, or just pastels?
3. What do you think would happen if you used oil pastels and watercolor together?
The purpose of these questions are to gauge if anyone has used these two materials together before, and what their experience with them were.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative, the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT - Role/Audience/Format/Topic)

Students will become scientists during this project. They will get to see first hand how oil and water react to each other, and how you can utilize that to make beautiful art!

Role: Scientist and artist

Audience: Teacher, peers, family
Format: Watercolor and oil pastel
Topic: Resist painting

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless, and transferable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation. Look for concepts in the standard, content
specific curriculum, etc.

Technique
Style
Pattern
Line
Value
Expression

Enduring Understanding(s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferable, and universal.

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Using the techniques they are taught, students will create paintings with line and value.

Keeping style in mind, students will use pattern and expression to make a successful piece.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Students will engage in a presentation to understand why watercolor and oil pastels react the way they do. (Bloom’s: Remember, understand - Standard: Comprehend - GLE:
Interpret works of art using the language of visual art and design and conceptual art frameworks. - Art learning: understand)

Students will create a successful piece using watercolor and oil pastels. (Bloom’s: Create - Standard: Create - GLE: Demonstrate technical proficiency and craftsmanship in the
creative process. - Art learning: watercolor, oil pastels)

Students will engage in a full-class reflection and discussion about the applications of what they learned. (Bloom’s: Analyze, evaluate - Standard: Reflect, transfer - GLE: .
Utilize visual literacy skills to establish personal meaning and interpret the artistic intent of others. - Art learning: Reflection)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.) - Students can use easy-grip brushes for painting - Subject is open so students can choose something
simple if needed
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
- Students will be shown tons of examples to - subject is open so students can choose
extend their understanding and allow them to something complex if needed
think outside the box

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

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Watercolor
Oil pastel
Resist
Paintbrush
Palette

Literacy will be integrated throughout the lesson, with the big word “resist” being used every day to keep it fresh on student’s minds. All words will be defined so students come
from a place of understanding when they start their piece

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools.

Oil pastel
Watercolor trays
Mixing palettes
Paintbrushes
Watercups
Watercolor paper

Resources:
List all visual aids and reference material (books, slides, posters, etc). Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.)

Students will be shown multiple pieces that utilize resist. These pieces will shown how multiple subjects have been approached using this method, and the possibilities are
endless.

Preparation:
What do you need to prepare for this experience?

Watercolor paper (cut to size if needed)

Make sure the oil pastel packages are full of all the needed colors
Make sure the watercolor trays are clean and ready to use
Prepare the paint brushes, mixing palettes, and water cups
Make sure all the examples are together and the presentation is ready to go

Safety:
Be specific about the safety procedures that need to be addressed with students.

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Don’t throw supplies
Don’t eat supplies
Fill water cup halfway
Fully clean the supplies at the end of the period

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate the student's interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose?

How do oil and water react together? How can you utilize that to create art?
What could you create while harnessing the power of science?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete, or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Students will get the chance to utilize science as artists! Oil and water resist each other, and that can and does lead to a lot of cool art, and now students get a chance to create
that cool art! As we look at examples and discuss them, students will be encouraged to think outside the box with how they utilize the resist of oil pastels!

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction - Learning - Students will...

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40 minutes - Presentation and lesson introduction - Engage in a presentation about oil pastel and watercolor resist
- Students will begin by engaging in a presentation - Understand what an effective and ineffective use of oil pastels
- First they will hear what oil pastels are made of, and how looks like
and why they resist watercolor paint. They will also learn - Be able to tell what is oil pastel and what is paint when looking
what is an effective use of oil pastels, and what is less at examples
effective (Effective use is creating little details, not going
overboard on the pastel, and using it sparingly but it
effective places)
- Then they will get a chance to see some examples of that
resist and what it can create
- As each example is shown, students will be asked and
expected to discuss where the oil pastel is beneath the paint

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 - They will then have to decide if the oil pastel was used
effectively or not, based on the beginning of the
presentation
- If there is any time left at the end of the presentation,
students will begin a list of subjects they could use for their
projects
- If students are struggling with thinking of subjects,
they will be told to start by thinking of something
in nature they find aesthetically pleasing and going
from there

Day
2 5 minutes - Reiterate important points from yesterday - Finish their list of subjects they would be interested in creating
35 minutes - Ideation - Pick two ideas from that list to quick sketch
- Students will pick up where they left off on their ideation - Choose a final idea, and add labels about where the pastel will
list be, and what colors will be used
- They will come up with five potential subjects - End the period with a full idea of what their project will look like
- From that list of five, they will quick sketch their top two
ideas
- Once they have sketched both their top ideas, they will
decide which one they would like to use for the final
- Once that is decided, they will label the sketch with what
parts are going to be oil pastel, and which parts will be
paint. They will also note any colors they are thinking of
using, so they have a full map of what they’re going to do
when they start the piece
- (this thorough of planning will avoid students
having to use multiple pieces of watercolor paper,
as they will have their idea from the get-go)

Day
3 Begin with Oil Pastels - Begin with oil pastel
- Once students have finished their ideation, they will begin - Work carefully to create details
with oil pastel on their piece - Follow the steps of this project
- Some students may start with pencil, so they can erase
mistakes before going over details with oil pastel.
- Students will be reminded over the next couple days that
they have to fully finish with the oil pastel BEFORE they
can paint, they can not go back

Day
4 Finish with Oil Pastels - Finish their oil pastel details
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 - Students have one more class period to finish putting in - Make sure that all aspects of oil pastel are done so they are ready
their details with oil pastel before they start painting their to paint
piece
- They will be reminded again that all oil pastel details need
to be finished before they can paint

Day
5 Painting - Engage in a demonstration to understand how to mix paint and
- Students will begin painting today, after a bit of how to clean the painting supplies
demonstration and instruction - Begin painting their projects
- Students will be shown the supplies; water cup, - Clean their supplies thoroughly at the end of the period
paint tray, mixing palette, and paintbrushes
- Each student will get one of each thing
- Class will start with a demonstration; how to mix
paint on the palette rather than the tray
- Students will then be shown how to clean all of the
supplies, and where they will go at the end of the
period
- Once students are shown how to mix, avoid making messes,
and clean all their supplies, they will start painting their
pieces

Day
6 Painting Work day - Continue working on painting their piece
- Clean supplies correctly and thoroughly

Day
7 Painting work day - Continue working on painting their piece
- Clean supplies correctly and thoroughly

Day
8 Reflection - Leave positive comments for their peers
- Now that projects are finished being painted, students will - Look at all of the work from their classmates
engage in a full-class critique and reflection - Reflect on what they liked and what they could’ve done
- Students will put their pieces out on their tables, with a differently
blank paper next to them.
- Each table group will rotate to different tables, and leave
positive comments on each blank piece of paper, based off
of the project next to it. Throughout the period, table groups
will rotate until every group has been to every table
- At the end of the class, students will write one to two
sentences about what they are proud of, and what they
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 would’ve done differently on their piece (These will be
handed in on their way out of class)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

https://docs.google.com/presentation/d/1t0tpoMsXaCvJkBQhSisMRayOK5VAv3Xp5Nt5mGuia-g/edit?usp=sharing

8/9/15 Fahey