Unit Title: Watercolor Landscape
Topic: Texture
Lesson Plan: Day 2
Grade Level: 8th
Content Summary
Students will be exposed to texture. A class discussion will provided understanding of the different types
of texture and its significance in the art world. A demonstration will allow the students to observe a
variety of watercolor techniques in which they could use to create texture in their watercolor landscapes.
Students will then have the opportunity to practice, experiment and apply these techniques in their
project.
Objectives
Students will be able to:
1.
Identify texture and its significance in art.
2. Observe a variety of watercolor techniques that can be used to create texture.
3. Apply the observed texture techniques in their own watercolor landscapes.
Materials
1.
Watercolor Paper
2. Watercolor Paint
3. Brushes
4. Clean Water
5.
Containers (Clean & Dirty Water)
6. Salt
7.
Sponges
8. Plastic Wrap
9. Visual Examples
Motivation (5 minutes)
I will explain to the students that they will be introduced to a variety of new watercolor techniques. These
techniques can then be applied to their own watercolor landscapes. The watercolor techniques that will be
shown today build off of those that were introduced in the previous class.
Q: What are some of the basic watercolor techniques that you remember from last class?
A: Wash, Graded Wash, Wet on Wet, Dry Brush, Wash & Detail, Splatter, Wet Lift, Mask, Blow
Development
Objective #1 (5 minutes)
Many of these watercolor techniques from the previous class and those that will be demonstrated today
create a variety of texture. Texture can be physical or real which you can feel with your sense of touch.
Other times, it is implied meaning that the texture is more visual. It can been seen but when touched does
not resemble the actual look.
I may ask students questions such as:
Q: Can you think of examples of both physical/real texture and implied/visual texture?
A: Fabric (physical/real), photo of the fabric (implied/visual)
Q: What type of texture is created when using a “Wash” vs. “Dry Brush?”
A: Smooth vs. rough
Q: Why is texture important?
A: Texture can create more visual appeal and interest in your artwork. It can also help to create a
general mood or emotion that you want to convey in your art. The use of a smooth texture may
resemble something calm or quite, while a rough texture maybe used when creating a scene that is
loud or destructive.
Objective #2 (10 minutes)
Next, I will demonstrate to the students three new watercolor techniques that can be used to create a
sense of texture. The three techniques utilize salt, sponges and plastic wrap. I will slowly demonstrate
each technique, carefully explaining each step. Visual examples of the completed watercolor textures will
be shown to students.
I may ask students question such as:
Q: What types of texture does the salt, sponge and plastic wrap create?
Q: How could these textures be used in your watercolor landscapes?
A: Salt (Underwater Scene/Bubbles), Sponge (Leaves), Plastic Wrap (Grass/Field)
Objective # 3 (60 minutes)
Last, students will have the opportunity to continue working on their watercolor landscapes applying,
practicing and demonstrating the variety of texture techniques observed in the past two classes. Students
should be free to experiment, create and invent their own watercolor techniques. New textures can be
created by combining/overlapping two or more textures.
I may ask students question such as:
Q: Can you think of other ideas in which you can create texture in your watercolor landscapes?
A: Household Objects (alcohol, wax paper, fabric), Natural Objects: (leaves, grass, twigs)
Escapes
If the lesson is too short, students will have extra time to continue working on their watercolor
landscapes. They may utilize this extra time to practice the three watercolor texture techniques (salt,
sponge, plastic wrap). If the lesson is too long, then the remainder of the lesson can be completed during
next class. However, if this is the case serious revisions will need to be made to the lesson if it can not be
completed in the 90 minute time frame.
Formative Assessment
Students understanding of texture will be assessed through questioning during the lesson. The students
ability to apply the use of watercolor techniques will be assessed during the studio time in which students
will independently work on their watercolor landscapes projects. The variety of textures and how the
students used those textures in their project will paint a clear picture of the students understanding.
Meeting Individual Needs
I will be available during the studio work time to help students that need additional assistance in
understanding the process or steps to create a particular texture. Students that need more time to
complete their watercolor landscape may come in before, during lunch/planning hours or after school.
Students that finish early may help those that are struggling or continue to experiment and create texture
with watercolors.
Closure (5 minutes)
When debriefing students I may ask them questions such as:
Q: What types of textures and watercolor techniques are you using in your landscapes?
Q: How are you using texture in enhance your artwork? To generate a particular mood, emotion,
feeling? To convey an image/object? (wood, leaves, water, grass, sky)
Self-Evaluation
Was the demonstration informative? Were the steps for each watercolor texture technique easy to follow
and understand? Did the students effectively implement a variety of textures? Which texture techniques
were the most popular? Why? (Easy to implement or created a cool effect?) Which textures were not as
popular? (Too difficult for the students or too many steps involved?) How could these textures be
explained more clearly or effectively and simplified?