Southwestern Habitat Drawings
Grade Level: All
Project Title: Southwestern Habitat Drawings
STUDENTS WILL: Students will learn and demonstrate (as stated in the art, language arts, & science state standards & benchmarks):
• Show respect for personal work and the work of others
• Create a two-dimensional artwork using a variety of techniques, processes and/or media
• Locate the elements & principals of art in an artwork
• Use effective vocabulary
• Share ideas, information, opinions and questions
• Participate with-in group discussions
• Recognize and distinguish similarities and differences in diverse species
• Identify the basic structures and functions of animals
DIRECTIONS:
1. Draw one outline of a landscape and an animal as big as an opened hand.
2. Add the texture of the animal with directional lines
3. Show distance and perspective in the landscape by adding larger things up front in the foreground medium sized thing in the middle ground and small thing in the back ground.
4. Put things in front of our behind things… layering and overlapping things.
5. Add your own realistic color with the color pencils, adding shades and shadows layering colors.
6. Add a variety of clouds, colors, and things in the sky.
Resources: Drawing on the Right Side of the Brain & The Artist Within by Betty Edwards, How to Draw What You See by Rudy De Renya, Keys to Drawing by Bert Dodson, SRA “Art Connections” & Scotts supplemental materials, Teachers.net, Amadito & the Spider Woman by Lisa Bear Goldman.
Project Materials: pencils, color pencils, & white drawing paper.
Skills Practiced: The creation of realistic animals & southwest landscapes includes the use of blending directional lines of shades & tints to transform flat shapes into visual three-dimensional forms. Use of atmospheric perspective created through use of sizes decreasing, colors muting, details decreasing, as they get closer to the horizon line. .
Vocabulary Practice: value, tints, shades, shadow, highlight, reflective light, horizonline, directional lines, blending, shape, form, movement, and line variation.
READINESS:
Set:
Teacher will show examples of art works that emphasize the skills or theme to be introduced through the use of a variety of resources.
Objective:
Students will create an art work using the skills and theme emphasized in the lesson, relate the art history example to their projects, discuss the elements and principles of design during the studio and positive critique time, and use the art materials and tools appropriately with safety and respect.
INFORMATION:
Teacher Input:
After using the resources, as a guide to introduce the art history and theme, the teacher will ask students inductive questions about the works shown and relate the questions to the students everyday experiences and the project to be completed.
Modeling:
Teacher will show an example of the project and demonstrate the process, practicing how to use appropriate art vocabulary. Also, the teacher will be using the student direction sheet/“Helpful Hints” guide and asking students to read along.
Guided Practice:
Students will be asked to repeat the steps of the project verbally as teacher and/or a student volunteer goes through the process. Also, written directions will be handed-out for the students as a “Helpful Hints” guide.
ASSESSMENT:
Checking for Understanding:
While the students are working on the project the teacher and/or students will praise all the students who are showing effort to follow the directions & procedures and gently guide those who need to be reminded of the steps.
Closure:
Students will be encouraged to make positive comments about other students artworks using the elements & principles of design vocabulary.
Independent Practice:
Students will complete the project and may use the spare time (until the rest of the students complete the project) to create another artwork practicing the same skills.