Scenic Painting by Hillary Carey
Objective: Students will demonstrate their scenic painting skills by painting various surfaces and
creating a final project incorporating the skills they have learned.
Class Level: Beginning
Main Concepts: scenic painting
1994 National Standards: CONTENT STANDARD 6: Comparing and integrating art forms by
analyzing traditional theatre, dance, music, and visual arts, and new art forms.
Description: This class is for students who have not painted much and are learning scenic painting for
the first time. These are 45 minute class periods.
Lesson Plans
Lesson 1: Introduction to Painting
Students will demonstrate their understanding of projection and scale by preparing a grid drawing.
Lesson 2: Matching colors
Students will demonstrate proper mixture of colors by matching and creating colors in a cartoon picture.
Lesson 3: Scumble and Texture
Students will demonstrate their understanding of texture by creating a surface with three or four
different ways to add texture to a painting.
Lesson 4: Wood graining
Students will demonstrate their scenic painting skills by woodgraining a piece of plywood.
Lesson 5: Brick
Students will demonstrate their scenic painting skills by painting brick onto plywood.
Lesson 6: Wall paper
Students will demonstrate their scenic painting skills by cutting out stencils and creating their own
unique wall paper.
Lesson 7: Foliage
Students will demonstrate their knowledge of foliage by painting their own tree complete with foliage,
using five different colors.
Lesson 8: Final painting
Students will demonstrate their scenic painting skills and projection skills by painting a picture, on a 4x6
piece of wood, that incorporates at least two of the styles studied in this unit.
Author's Notes:
Assessments: Students will receive participation points and attendance points each day. 5 points for
attendance and 5 points for participation, equaling 10 points per day. The final project will be worth 30
points. The students will not be judged on talent, yet if it is clear that little effort has been exhausted,
points will be deducted.
Lesson 1. Introduction to Painting
Objective
Students will demonstrate their understanding of projection and scale by preparing a grid drawing.
Materials Needed
- overhead projector
- Handout of grid picture (one for each student)
- large paper (11X14) and pencils
Lesson Directions
Anticipatory Set/Hook
When the students walk into the classroom there will be words taped up around the room, to catch their
attention. The words will be– scale, grid drawing, projection. The teacher will ask them what they think
each of these words mean. They may come up with answers that have nothing to do with painting or
design, which is fine. They all know a definition of these words, it may not be the right one though,
which is what you will clarify.
Instruction
Step 1: Define the words. Scale means that when someone is converting something to be smaller or
larger, they must draw it or build it to match the actual dimensions. So the new image matches the actual
dimensions, but is smaller or larger. The conversion process could be 1 ft.= 1/4". A Grid drawing is a
graph drawing in which each vertex is represented by a point with integer coordinates. The art of
projection means using an overhead projector to project the image onto a larger surface, and then one
must trace the image in its larger form.
Step 2: Why discuss these words? Discuss how this unit we will be working on learning how to paint
different scenic elements that will be able to be used in upcoming show. They will learn how to
woodgrain, paint brick, wall paper, and foliage. Learning how to make images larger is necessary in
theatre to paint large surfaces like backdrops. A small picture can be drawn and then projected into the
backdrop and it only needs to be traced and painted and it is done. Perspective is hard to see when
drawing and painting large backdrops. We will practice grid drawing today to learn another way of
projecting a small image into a larger one.
Step 3: Explain grid drawing and go through step by step how to accomplish it. Directions are on the
hand-out attached. Go through the hand-out with the students, so that they can follow along. Hand out
the large paper and the grid drawing that they will be converting onto their pieces of paper.
Step 4: Once all of the directions have been explained, they can start working on their grid drawing.
They will have the rest of class to work on it, if they do not finish, it is homework to be brought to class
the next day. For 5 points extra credit, they can do another grid drawing by making the grid over the
actual image and converting it onto another page.
Closure: Explain how this way of drawing is great for non-artists, anyone can do it. Tell them they need
to bring to class the next day, a row of connected acrylic paints and a paint brush (small one). We are
going to get our hands dirty tomorrow.
Assessment
Assessment: 5 points attendance, 5 points participation, 5 points grid drawing.
Lesson 2. Matching colors
Objective
Students will demonstrate proper mixture of colors by matching and creating colors in a cartoon picture.
Materials Needed
- Different Cartoon pictures with bright and vibrant colors
- acrylic paint and paintbrushes (provided by student- or if you have a large budget, you can provide the
supplies)
- small dixie cups to add water for cleansing the paint brush
- paper towels for clean up
- newspaper to go underneath normal paper
- white computer paper
Lesson Directions
Anticipatory Set/Hook
Read the book, “Little Blue and Little Yellow” by Leo Lionni to the class. They will love having you
read a kids book, if you do it in the right light. It needs to be read in a sort of tongue and cheek manner,
not seriously. This will hopefully peak their interest and also get you to talk about mixing colors and
what new colors can be made from mixing the primary colors.
Instruction
Step 1: Discuss mixing colors. Have the students work with their paints as you are lecturing and
discussing what colors mix to make new colors. Hand out the Dixie cups with water before discussion.
The newspapers should be already laid out on the desks when they enter. Discuss how blue and yellow
make green, red and yellow make orange, blue and red make purple. The more white you add to a color,
the lighter the color gets and likewise, the more black that is added to a color, the darker it gets.
Step 2: Have the students experiment on computer paper to practice getting better at mixing colors to
make new colors. What kind of shades can they make? Create, create, create!
Step 3: Once the students have experimented, hand out the Disney pictures and have the students work
on trying to match at least 4 colors in the picture. They can put their mixes right on the outside of the
Disney paper. But they should practice and experiment on their computer paper. Once they think they
have the right color, then they can put it on the Disney picture and they should link an arrow to the color
they were meaning to match. The colors can sometimes fade or change when they dry, but this is okay.
Step 4: When the students have finished their work, they need to check it off with the teacher to get the
points for the day.
Closure: Discuss with students how mixing colors can help with scenic painting. A set is not usually just
in primary colors and so mixing paint and colors is absolutely necessary. Tell them tomorrow is a
painting day again, so they need to be prepared to wear paint clothes.
Assessment
Assessment: 5 points participation, 5 points attendance, 5 points for mixing 4 colors.
Lesson 3. Scumble and Texture
Objective
Students will demonstrate their understanding of texture by creating a surface with three or four
different ways to add texture to a painting.
Materials Needed
- Paint brushes
- painting sponges
- rags
- rollers
- thin paint
- paint
- aprons for students
- hand-out on scumbling
- plywood boards
Lesson Directions
Anticipatory Set/Hook
Have on the board a hang-man game. The students will guess letters and try to figure out that the word is
SCUMBLE. They probably will not be able to guess the word, since it will be new to them.
Instruction
Step 1: Discuss scumbling and hand out the scumble paper you have prepared. Go through and discuss
the process before starting to paint. See attached handout to get directions on how to scumble.
Step 2: Get out the paints and try to scumble with the students. They will follow your strokes and you
will paint together. So they will put down a base coat that is dark and then add a thin layer of paint that
is lighter. The strokes need to be crisscrossed and not in an up and down fashion.
Step 3: Go on to discussing texture. There are a lot of different ways to add texture to a painting.
Sponges can add a cool texture, demonstrate this and have students try it. Rags when bunched into your
hand and pushed down sporadically onto the painting can add a texture, have students try this. Rollers
with rags wrapped or tied around the rollers can add texture. Splattering can also add texture by dipping
your dry brush into a thin paint and then flicking it onto the canvas. It works well to make the piece look
realistic.
Step 4: Have students try each of these methods of adding texture. Their plywood board may appear
busy and messy, but it is just for practice.
Closure: Discuss how these elements of adding texture can be helpful to a production’s set. Does it help
with mood? Does it help with the period of the piece? It could date the show and it helps to make the set
look more realistic.
Assessment
Assessment: 5 points for attendance, 5 points for participation, 5 points for displaying 4 different ways
of adding texture and for experimenting with scumbling.
Lesson 4. Wood graining
Objective
Students will demonstrate their scenic painting skills by woodgraining a piece of plywood.
Materials Needed
- Wood
- square piece of plywood for each student
- paper and pencils for each student in the class, or the students may have their own.
- paint-browns, yellows, white, reds, etc.
- paint brushes-can be purchased by students for their own use
Wood Graining Handout
Lesson Directions
Anticipatory Set/Hook
Hold up a piece of wood. Have students describe every possible detail of the wood grain and the wood.
What colors are in the wood? Are there a lot of different colors? What is the texture? What line
figurations does it make? Is it speckled? Then have the students try to draw the wood on their piece of
paper. What shapes are in the wood? Are there knotholes?
Instruction
Step 1: Talk about the importance of woodgraining. It saves money and allows a director to use a lot of
different wood in their show without having to actually purchase that type of wood, they can recreate the
wood with paint.
Step 2: Have students get their plywood square pieces that they can paint on and find an area where they
can paint and still follow what you are doing.
Step 3: Paint the surface of the board a base color, usually a sort of brown color, then put a glaze over
the top of it. (Refer to handout and teacher notes to help with the process of wood-graining)
Step 4: Have students copy what you are doing step by step, so they will understand the important
process of drying and wood graining.
Step 5: Show them how to do knot holes, by putting the brush straight down on the board and twisting it
around in a circle. Then show them dry-brushing. Taking a dry brush and brushing down over the paint,
so that it has a more genuine antiqued look.
Closure: Go around and look at everyone’s progress and make sure they are doing it right. Have students
talk about what they did with their wood to the class. Then have students paint out their board in red to
prepare for the next day.
Assessment
Assessment: The students will get 10 participation and attendance points that day- 5 for attendance, 5 for
participation. They will not be graded on their artistic ability, but will get a check in the grade book for
attempting to do the assignment that day, which was wood-graining.
Lesson 5. Brick
Objective
Students will demonstrate their scenic painting skills by painting brick onto plywood.
Materials Needed
- plywood
- paint brushes - texture materials: rags, sponges, rollers (mini ones)
- paint - chalk - pencils - rulers
Lesson Directions
Anticipatory Set/Hook
Show a picture of a brick wall. What does the texture look like? Is there spackle? Are all of the bricks
the same color? Just have them analyze all of the little details of the picture.
Instruction
Step 1: Explain that today we are going to learn how to paint brick. One would not want to use real brick
on stage, it is heavy and not cost efficient. So paint can save a lot of money when building sets.
Step 2: The boards should already be red from the day before.
Step 3: Take a ruler and measure the width side, making marks at every 8 in. point. Use chalk or pencil,
so that it is very light or can erase. The lines should be 2 in. apart up and down. Draw the lines across.
Where you made the 8 in. Point, you must draw a 2 in. line down to the next line. Then you have to
draw a 2 in. line down every other 8 in. block that does not already have a line going down. Look at
picture of brick to help you. It helps if you practice this first before teaching the class. You could even
have an example ready, for the students to go off of, because this part can get confusing.
Step 4: Speckle and texture needs to be added to your red brick. You can use browns, greys, and blacks
or any darker color to sponge onto the brick. You need to spackle and make it look very textured.
Step 5: Now you need to add the filling or mortar to the brick, which goes over the lines you have traced
before. You need to use some sort of grey color. The mortar needs to also have shading, a darker color
of grey along the edges of it, to add effect. The filling is just a thin line, so it needs to be painted with a
smaller brush.
Step 6: When it’s finished, you can spackle some more because spackle looks great. You can also dry
brush it, which means you take a dry brush and run it down the painting a couple of times and it spreads
the paint slightly, which makes it have not so clear cut lines, which will also add reality and make it look
authentic. Then they need to paint out their board into a new color, so that it can dry by the next day.
Closure: Discuss what shows could use brick in their set. Pretty much any show! But it will get them
talking.
Assessment
Assessment: 5 points attendance, 5 points participation, 5 points for painting brick.
Lesson 6. Wall paper
Objective
Students will demonstrate their scenic painting skills by cutting out stencils and creating their own
unique wall paper.
Materials Needed
- paint
- plywood
- wall paper stencils (one for each student), glued to a harder substance
- scissors
- ruler, pencils, texture materials- sponges, rags, rollers, paint brushes
Lesson Directions
Anticipatory Set/Hook
Have students write down anything that goes on walls in their house. Then have them share what they
wrote. The minute someone says wallpaper- you can go into your discussion of today’s lesson.
Instruction
Step 1: Discuss wallpaper and how it is used in theatre. It can be used in a lot of straight plays that have
the same set the whole time. Indoor interiors. You can save a lot of money by creating your own
wallpaper, instead of purchasing it.
Step 2: Hand out stencils to the class. They then need to cut out the stencils, as in leaving a bit of the
outside and cutting out the inside of the object. Stencils are hollow on the inside, so they need to cut out
the middle.
Step 3: Have them place the stencil against their top corner of the plywood board. They will take a
sponge or rag and blot against the middle part of the stencil. When they lift up the stencil after they are
finished, they will see their design there. Then they need to pick up the stencil and move it over so that it
is up against where the last stencil was laid and repeat the process. They need to repeat the process until
the plywood board is filled with the stencil.
Step 4: The students can go back and put their stencil over parts they have already done and add more
texture and different colors of texture.
Step 5: Dry brush over the wallpaper to make it look more authentic. Also spackle it to add effect. When
the students are done and have checked off their painting, they can paint over it with light blue to
prepare for the next day.
Closure: Ask students what has been their favorite thing to paint so far? And Why?
Assessment
Assessment: 5 points attendance, 5 points participation, 5 points for painting wallpaper.
Lesson 7. Foliage
Objective
Students will demonstrate their knowledge of foliage by painting their own tree complete with foliage,
using five different colors.
Materials Needed
- paint and paint brushes (3 types of green, 2 types of brown- or if students want to mix the paint that is
okay as well)
- plywood boards
Lesson Directions
Anticipatory Set/Hook
Take students outside to look at the trees. What colors do they see? Is there only just one color green?
What do the branches look like? Are there shadows? Where? Are the leaves darker underneath and
lighter on top?
Instruction
Step 1: Take students back into the school and discuss with them that they are going to be painting
foliage today. They will need to paint their trunk first and all of the branches going up into the sky. The
board is already blue to represent the sky behind the tree. They need to use two colors of brown (one
light and one dark), the lighter color is used as an accent to shadow the tree and to show the sun shining
on it.
Step 2: Have students paint their trunk and branches using the instruction you have just given them. You
are painting with them as well, so they are able to see an example of how it is done.
Step 3: Start painting the foliage and explaining what you are doing as you are doing it. You first start
with the darkest color of green and that will go primarily on the lower half of the tree. It is the shadowed
part of the foliage. Have students follow you.
Step 4: Then you go to the medium color of green and that will go primarily in the middle of the tree and
also interspersed throughout the branches. Have students follow you.
Step 5: Then you go on to the lightest green for the top of the branches that would be sun kissed. This
color can also be interspersed throughout, wherever you think the sun would be hitting the tree. Have
students follow you.
Step 6: Now everyone should have a beautiful tree with many colors representing the true likeness of
trees. Everyone will need to have their tree marked off with the teacher.
Closure: Explain that this type of foliage does not need to be used just for trees. It can also be used on
bushes or plants. Foliage painting is used a lot of plays and it is a good skill to pick up.
If there is time, the students need to paint their 4x6 piece (feet) of wood white.
Assessment
Assessment: 5 points attendance, 5 points participation, 5 points for tree with foliage.
Lesson 8. Final painting
Objective
Students will demonstrate their scenic painting skills and projection skills by painting a picture, on a 4x6
piece of wood, that incorporates at least two of the styles studied in this unit.
Materials Needed
- 4x6 pieces of wood for every student
- paint and paint brushes
- overhead projector
- pencils
- pictures that incorporate 2 of the painting styles
Unit Grading Rubric
Lesson Directions
Anticipatory Set/Hook
Explain to them that now they are able to work on their own and show their creativity.
Instruction
Step 1: The teacher will need to supply the pictures that they are going to project and paint, the picture
should already be able to be projected on an overhead projector, so it needs to be a transparency. Allow
the students to pick which picture they want to project onto their piece of white board.
Step 2: They need to set up their board against the wall, but there will need to be plastic underneath so
that paint does not get on the floor. They then will take turns projecting their image onto the board and
tracing it with pencil.
Step 3: Once they are done tracing the image, they then can go on and start to paint their image. They
will need to make sure they are incorporating all of the information they have learned in the unit.
Step 4: When they are done painting, they need to tell the teacher, so that she can give them a grade. The
paintings will be on display in the class for a week for all of the classes to see the work they have done.
Closure: Discuss painting with the class and it’s uses in theatre. Ask them if they have ever seen a show
when the set was not painted in one way or another. They will say no. So they will then realize the
importance of learning how to paint these different scenes that will often come up in theatre and in the
upcoming show. These students will need to be rewarded for their hard work and allowed to help paint
the set for the upcoming show.
Assessment
Assessment: 5 points attendance each day that this project lasts, 5 points participation for each day it
lasts, and 30 points for the final project.