Rationale

This unit is designed for a grade five-art class and involves the integration
of the science topic of weather and clouds. The students will also develop the
understanding of primary and secondary colours. The unit will allow the students
to apply their knowledge and comprehension of the sky and clouds and relate it
to art. Creating web maps of everything the students know about various
elements of the sky and clouds, and encourage new information to be presented
does this.
This topic could also tie into the language arts area where the students
could write poems about nature, specifically their feelings about the environment
around them. Having the students write about what they plan to draw or colour
can be a very positive motivational tool for some students. Even the creation of
their pictures can be a motivational activity for a writing assignment in a language
arts class. The important thing about this unit is that it is about the students, I am
only here as a facilitator. From the first lesson I want the students to explore
their environment for themselves. I believe that the only way you can truly
understand something is if you are given the time to experience and learn it
through your own eyes, feelings and mind.
This lesson can be modified for any grade level, below and beyond grade
five. In a junior high or high school incorporating art history and specific scientific
knowledge can enhance setting this lesson. For lower elementary grades this
unit can be stripped down and can begin to allow students at any age to truly
look through their eyes at the world around them. For my case this unit is
designed for a grade 5 class. We are living in a visual world and for many
students they are overwhelmed by the constant bombardment of visual stimuli.
My goal of this unit is to show the students through their own experience how to
look at the world and see how natural and artificial phenomena affect the way our
world looks.
Conceptual Map
Cognitive Domain
TSWBATrecall previous information about clouds and the sky.
TSWBATobserve clouds and understand how they create a visual
picture.
TSWBATanalyze the environment through the process of drawing.
TSWBATdistinguish primary colours from secondary colours.
TSWBATunderstand how light affects the way clouds look.
TSWBATdistinguish specific colours, such as blue are called hues.
TSWBATunderstand the concept of value.
TSWBATuse value to create the illusion of 3-D space.
TSWBATorganize their knowledge of the sky into picture.

Cognitive Domain (contd)

TSWBATevaluate their own work and relate to how they are feeling.
TSWBATunderstand the four guidelines of perspective.
o Closer overlaps farther
o Closer up, more detail
o Relative size
o Placement in the frame
TSWBATunderstand the importance of a critique.
Affective Domain
TSWBATobserve the idea of what a triptych work of art is.
TSWBATdiscuss various clouds patterns in small groups and the rest
of the class.
TSWBATvisualize the environment around them.
TSWBATcompare their works of art to others and historic works.
TSWBATrespond to questions given by other students and by the
teacher.
TSWBATdisplay the ability to look at their work and take pride in what
they do.
TSWBATdemonstrate the value of their work and doing it well.
Psychomotor Domain
TSWBATlisten to instructions given.
TSWBATobserve the environment around them.
TSWBATperform the tasks stated in class (tinting, primary and
secondary colours).
TSWBATadapt what they see outside and portray on 2-D surface.
TSWBATdevelop fine motors skills relating to drawing.
TSWBATcreate an art piece on a larger scale.
TSWBATcreate a piece of work using the knowledge from the cognitive
and affective domain.

Abbreviated Lesson Overview

Lesson 1
The idea for this project is dealing with various aspects of weather.
Specifically understanding the sky and clouds. The first lesson will be based on
identifying the amount of knowledge the students have on clouds and the sky.
This knowledge will consist of various cloud types and weather formations that
affect the atmosphere and create a visual picture in the sky. We will also look at
some art history paintings by Ted Harrison, since his paintings are more cartoon
like and better suited for this grade level.
Lesson 2
The idea for this project is dealing with various aspects of weather.
Specifically understanding the sky and clouds. Creating three separate pieces of
work, which relate to each other. Students will work towards an understanding of
primary colours and the secondary hues that result when the primaries are
mixed. For the first project red and blue are the primary hues that will be used.
The students will also be introduced to value and the technique of tinting with
white, after primary and secondary hues are understood. They will examine
various cloud patterns and depict how a setting sun affects a cloud. Chalk
pastels will be used on photocopy sized paper. The project is designed for a
grade five class.
Lesson 3
The students will further develop their ability to mix hues and to tint these
hues created. For this project they will continue to use red and blue, as well as
being introduced to the red and yellow primaries. In this lesson the students will
depict a landscape, with the introduction of complementary and neutral hues.
Value will still be used as a discussed art term; as well the introduction of
saturation will be taught. Here the students can apply skills they have learned in
the first lesson and apply it on a larger scale. The project is designed for a grade
five class. The medium is oil pastels on a white paper.
Lesson 4
In this exercise the students will be combining the techniques used in the
first two lessons, into one project. Students will use all three primary hues,
complementary hues, neutral hues, tinting, value, and will be introduced to the
four guidelines of perspective. They will be creating a landscape scene showing
sky and ground. The project is designed for a grade five class, in order to test
their knowledge from the previous lessons. The medium is chalk and oil pastels
on mayfair paper.

Abbreviated Lesson Overview (contd)

Lesson 5
In this lesson the students will critique their work and the work of others.
They will learn how to look at their artwork and understand what could be done
differently to improve the final piece. They students will also be able to discuss
what techniques enhance the piece and make it successful.

Lesson 1
General Description
The idea for this project is dealing with various aspects of weather.
Specifically understanding the sky and clouds. The first lesson will be based on
identifying the amount of knowledge the students have on clouds and the sky.
This knowledge will consist of various cloud types and weather formations that
affect the atmosphere and create a visual picture in the sky. The students will
also look at paintings by Ted Harrison to see how clouds and the atmosphere
can be captured in a painting or drawing.
Objectives
Art Objectives
-Beginning to look at the environment (clouds and the sky) as a visual piece of
work.
-Looking at paintings by Ted Harrison and understanding how clouds can be
placed in a piece of art.
Subject Objectives
-The students will recall their previous knowledge and comprehension of clouds
and weather.
-The students will also be exposed to new information from other students and
the information that I provide them.
Social Objectives
-Discussing various cloud patterns as a class or group will encourage sharing
information and ideas.
-Provide students with the opportunity to express their knowledge and particular
interest in the sky.
Physical and Development Objectives
-The students will develop the ability to research a particular topic and have the
ability to share the information onto someone else.

Materials and Workplace

Materials
-Books on the sky and clouds
-Examples of various clouds in paintings.
Classroom set up
-Class arranged in five groups with four students.
Clean up
-N/A
Using the Senses
As motivational activity I will show some examples of clouds and sky in
paintings and from my own work. This will show the students how the sky is
important part of art and have the opportunity to see artwork. After this I will
show the students some examples of Ted Harrisons work and let them look at it
and explore the relations of cloud found in the painting.
After the motivational set we will briefly discuss the concept of weather
and clouds. This will allow for a starting from, which students can provide more
information. We will also create the beginnings of a web map from which the
students can follow. At this point the students will break into five groups and
discuss their knowledge of clouds and the sky. The students will do this by
continuing the web map we started and will research the topic to confirm and add
new information to their maps. After the students create their web maps in their
small groups, students will share their findings to the rest of the class and we will
complete the web map we started. This activity is a motivational activity for the
start of the entire unit. It provides students with an understanding of what the
unit entails and what the project demands of them, in terms of knowledge and
comprehension.
Students Instructions
1. Class will break into 5 groups.
2. In the groups the student will discuss their understanding
of clouds and the sky.
3. From their discussions the students will each create a
web map showing the information received.
4. After the discussion in the small groups each group will
share their findings to the rest of the class.

Evaluation
a.

Establishing Criteria

-A simple checklist will do this where I observe the students progress

in the process of the discussion and the creation of a web map.
b.

Questions

-In this section I will conclude the lesson by asking the students questions,
which allow them to summarize what we had explored.
-I will also ask them the importance of research and why a web map is a
creative and important planning tool.
-This will provide students the opportunity to understand that planning is part
of any project and can apply to anything in life.

Lesson 2
General Description
The idea for this project is dealing with various aspects of weather.
Specifically understanding the sky and clouds. Creating three separate pieces of
work, which relate to each other. Students will work towards an understanding of
primary colours and the secondary hues that result when the primaries are
mixed. For the first project red and blue are the primary hues that will be used.
The students will also be introduced to value and the technique of tinting with
white, after primary and secondary hues are understood. They will examine
various cloud patterns and depict how a setting sun affects a cloud. Chalk
pastels will be used on photocopy sized paper. The project is designed for a
grade five class.
Objectives
Art Objectives
-Introduce the idea that specific colours, like blue, are called hues.
-Discuss how two primaries create a secondary hue.
-Introducing different values of a various hues.
-After the concept of value is introduced and the students have an understanding
of it, tinting a hue with white can be explained.
-Working with white to create desired affects will be introduced.
-Working on developing these techniques in a productive manner.

Subject Objectives
-Creating a piece of art based on the study of weather and clouds.
-Understanding how light from a setting sun affects the way clouds look.
-Develop the ability to visualize and observe clouds in various conditions.
Social Objectives
-Discussing various cloud patterns as a class or group will encourage sharing
information and ideas.
-Want to let the expressive quality of the students to shine through.
Physical and Development Objectives
-Developing and practicing the use of various techniques.
-Developing the ability to visually understand colours and shapes.
-Learn to add person feelings and emotions to a simple picture. (A still life or
landscape)
Materials and Workplace
Materials
-20 sheets of mayfair paper
-Box of chalk pastels (red, blue, and white).
-Each student will get _ stick of each pastel.
-18 palettes for the students pastels.
-Sink and paper towels
-40 sheets of photocopy paper sized.
-18 folders
-20 pencils
-Box of paper clips
-Slide viewfinders
Classroom set up
-Class arranged in five groups with four students.
Clean up
-Each row will be numbered from one to five.
-Each row will begin with a task and cycle through until each task has been
completed.
-Group one will put away their oil pastels and palettes on the shelf.
-Group two will wash their hands
-Group three will hang up their projects in designated area.
-Group four will clean up the area around their desk.

Using the Senses

To prepare the students for the main project, they could observe the way
clouds move and appear in the natural world. The best way to do this would
be for the students to go outside with a sketchpad made out of white paper
and folders. The students should just look at the clouds for ten minutes with
the viewfinders, before sketching anything. They should look at the colour
relationships that occur in the cloud, due to various sky conditions. This
exercise could be done at home too. Students could see how the colours in
the clouds vary from early morning to when the sun begins to set. After they
have studied the clouds visually, they can begin to sketch a cloud of their
choice. Students should be encouraged to make notes on the side, which tell
them information they could not record by drawing.
Once their sketches are completed the students can move inside and
begin to experiment with the red and yellow colours. Here they will be
introduced to applying certain values of a colour. In this exercise the red and
blue will be used to help develop an understanding that a thick layer of a red
pastel, will create a low value of red. And a high value will occur when the
red is applied thinly. At the grade five level most of the students should
understand, that when you mix red and blue together you get purple. If this is
not the case an explanation of the techniques will be given and the students
will have the time to practice with the mixing procedure. Value of the purple
will be introduced the same why that the primarys were.
When it seems that the students have a grasp of the terms and
techniques, tinting can be introduce. Here students can discover how they
can lighten a colour, other than applying them with a thin layer.
A great at home discover the students can do to find more information
about clouds would be to look through books, encyclopedias, and if the family
has it; the internet.
Visualizing
Imagine you are standing on the edge of a cliff; and you notice that you have
wings stretching out beside you. Without any hesitation you leap off the cliff and
begin to soar through the air. The wind is cool and blows against your face as
you begin to elevate towards an enormous cloud. As you fly higher you notice
that the sun is beginning to set and once you pass into the cloud, marvelous red,
blue, and purple hues are reflected everywhere. As you emerge from the other
side you look behind you and can see that the colours can be seen from the
outside as well. A mosaic of colours that seamlessly blend from one to another.
You stay by one cloud and circle it many times, exploring the way light is
reflected from various angles. You then decide to look at it from a great distance
away and observe the way the wind affects the shape and movement of the
cloud. Just as the colours never seem to be the same, the shape of the cloud is
never the same. The hovering mass of cloud seems to majestically roll through
the air, as it were following the movement of a song.

Process
First of all the teacher will provide examples of triptych paintings and show
the students how they can create their own. Presenting the class with
historical references allows the students to see professional artists using a
technique they soon will create. Group by group each will pick up their paper
and their red, blue and white chalk pastels. When each student has the
materials they will be asked to create a cloud scene using the two primarys to
create their secondary.
-With the blue pastel, create a cloud shape in a high value.
-With the cloud in a high value of blue the student can them go in and
create lower values of blue in certain areas.
-Now with the red pastel the students will be asked to apply various levels
of value to the cloud.
-Have the students pay close attention to the areas of the cloud were they
think is the darkest, and creating an area of low value of one or many
hues there.
-Once the students have their clouds made with varying degrees of value,
they can begin using the white pastel.
-Here the students should use the technique of tinting to create
contrasting areas of light and dark, to show were the sun is hitting the
cloud.
-For those with the knowledge of creating an object to look threedimensional can use the white pastel and create a 3-D cloud.
-For the background the students can use the red, the yellow or both to
create a high value sky.
The purpose of the project is not to create a realistic cloud; it is about
visually understanding how the cloud can change do to weather conditions and
how light affects the cloud. In this case understanding how a setting sun makes
the cloud appear to look in terms of colour.
When the class is finished each group will follow the clean-up routine
assigned to them. When all the materials and works are put up, we will prepare
for a class critique.
Students Instructions
5. Tape your mayfair paper to the desk.
6. When your assigned group is called pick up 1 red, 1 blue,
and 1white oil pastel.
7. With the yellow oil pastel create a cloud shape.
8. Fill in different areas of the cloud with both a high and low
value of blue.
9. With red apply some areas with both a high and low
value of red.

Students Instructions (contd)

10. Try to make the areas of the cloud that are dark with a
low value of colour.
11. With the white pastel, tint those areas that you want the
sun or light to hit.
12. With any of the pastels you have create a high value sky.
13. Try to use the techniques we discussed in class, like high
and low value and tinting.
Evaluation
a.

Establishing Criteria

-Cloud can clearly be seen.

5 marks
-Low values of blue present in the cloud.
2 marks
-High values of blue present in the cloud
2 marks
- Low values of red present in the cloud.
2 marks
-High values of red present in the cloud
2 marks
-As a result of various levels of red and blue, a variety of high and low values
of purple can be found in the cloud.
5 marks
-Tinting is used to attempt a source of light.
5 marks
-Working observations
1 mark
(Experimenting with the techniques learned in class)
-Co-operation
1 mark
-Total

25 marks

b. Questions
-How is a low value of red created?
-How is a high value of blue created?
-Which value is this purple?
-How is a low value of purple created?
-What did the white do to the value of a hue?
-What is this process of adding white to a colour called?
-How can a high value of purple is created without tinting it?
c. Strategies for Grading
For a grade five class, the work should be based on the established
criteria and followed. Students should begin to understand and use the
terms associated with art. Class critiques are an important part of class
and individual learning. It allows a students really look at their own work
and understand why the meaning behind their artwork.

10

Lesson 3
General Description
The students will further develop their ability to mix hues and to tint these
hues created. For this project they will continue to use red and blue, as well as
being introduced to the red and yellow primaries. In this lesson the students will
depict a landscape, with the introduction of complementary and neutral hues.
Value will still be used as a discussed art term; as well the introduction of
saturation will be taught. Here the students can apply skills they have learned in
the first lesson and apply it on a larger scale. The project is designed for a grade
five class. The medium is oil pastels on a white paper.
Objectives
Art Objectives
-Expand their use of colour, by introducing red and yellow to create orange.
-Further use of the red, blue and purple hues.
-Place a higher emphasis on the use of value, in which they try to create the
illusion of three-dimensional space.
-Introduce complementary hues.
-Introduce neutral colours.
-Working on the techniques they have learned and apply them into this project, to
create a different mood or atmosphere.
-Introducing students to examples historic art works.
Subject Integration
-A further indulgence into the aspect of weather and its effects on the land.
-Combining the information learned in their weather class and using it as a
reference.
Social Objectives
-Class and groups discussion can be used again to share ideas and express
opinions.
-They can begin to evaluate their work and explain the feelings they had when
working on it.
Physical and Developmental Objectives
-Working on developing fine motor skills.
-Use their mind to take ideas from various sources and apply it to their artwork.

11

Materials and Workplace

Materials
-40 sheets of white paper
-Box of red, yellow, blue, and white oil pastels
-Each student will get _ stick of each pastel
-18 palettes
-Various art reproductions of landscapes
-Sink and paper towels
-CD player
-Students art folders
Classroom set up
-Class arranged in four groups with an average of 4 or 5 students in each.
Clean up
-Each row will be numbered from one to five.
-Each row will begin with a task and cycle through until each task has been
completed.
-Group one will put away their oil pastels and palettes on the shelf.
-Group two will wash their hands
-Group three will hang up their projects in designated area.
-Group four will clean up the area around their desk.
Using the Senses
To prepare the students for the main project, we could find out any
information they know about landscapes and horizon lines. Once the questions
are finished we could show them some examples of historic landscape paintings.
After a brief look at them they will be put away in order to have the students
create their own picture without copying the examples. Also, if the weather is cooperative, students can go outside again and study how a horizon line looks in
the natural world. They can create some sketches of what they looked at and
take notes about how the light and the amount of clouds in the sky affect how the
land looks.
Once inside, students will be introduced to complementary and neutral
hues and practice them with these hues (red, yellow, blue, and white). While the
students practice with the colours and techniques, the teacher will walk around
encouraging further exploration and giving the opportunity to discover new terms
and ideas. Complementary and neutral hues will also be learned through
examples of historic paintings and have each group study the reproduction find
these techniques.
From the first visit to the school, students displayed knowledge of mixing
techniques and art terms. With this information, saturation can be introduced
and can be compared to value. Develop an understanding that they both apply
to colour.

12

Using the Senses (contd)

This exercise can be taken to home, where the students examine the
landscape and identify the horizon line in their neighborhood.

Visualizing
Imagine you are beginning a trek across a foreign land in your brand new
car. Your voyage begins in a very rocky coastline, where the road comes
dangerously close to the edge of an enormous cliff. Your heart is pounding. Any
mistake could lead into disaster. As you coast down the windy road the rocky
hillside turns into a lush grass area of rolling hills. Your fears seem to dissolve
into a feeling of peacefulness and admiration. The air rushing in from the open
window is cool and refreshing. There is always something to see, but as you
proceed down the road the hills begin to flatten out and the lush green colours
turn to orange. Although it seems that there is nothing to see, the sun setting
behind the horizon line is an incredible site. Yellow, red, and orange colours
streak across the sky and land. As time passes the flat plains begin to rise
above the land, until the road is winding through hills and eventually through
towering mountains. Each curve in the road reveals new colours. One corner
turns into a grand valley letting the sunshine through, just beyond the horizon
line. Another turn is completely shaded by the sun creating low values of blue,
red, and purple on the sides of the mountain. The final leg of the trek ends
where an enormous ocean of water serves the mountains. Here the sun creates
sparkling values of red, yellow, and orange. The view is magnificent; a
tremendous sense of feeling and beauty nature can create.
Process
With the examples of classic landscape paintings or the sketches from
outside, the students will have enough information to develop their own
landscape picture. Once they have their paper, one group at a time can get their
red, blue, yellow, and white oil pastels. When each student has their materials,
they can begin work on their landscape picture. In this project the students will
have the opportunity to use the red and blue hues and combine them with the red
and yellow hues introduced at the beginning of this lesson.
-With a pastel of their choice, they will sketch an outline of their
composition.
-The landscape should show a horizon line at the very top.
-As explored in the previous lesson, students will determine where certain
areas are affected by sunlight. This idea will be discussed when the
reproductions are examined.
-With their set of primary hues students can create a landscape presenting
a range of values.
13

Process (contd)
-When creating a range of values, teacher will encourage the students to
have more than one colour showing a range of value. Each colour should
display varying degrees of value.
-Establish area of both complementary and neutral hues.
-With their established landscape, they can begin to tint those areas
affected by light with the white pastel. Creating a contrast between light
and dark values.
-The object of examining the contrasting areas of value will help in
creating depth and a sense of atmosphere.

The main purpose of this project is to allow the students to explore and
develop techniques on their own. It also lets the students use their imagination
and create a world of their own. Adding personal experiences and feelings into
the work, creating a sense of importance. Here again this project is not to create
a photo realistic landscape, but to examine techniques learned and to visually
establish a sense of personality and atmosphere.
When the class is finished each group will follow the clean up routine
assigned. When all the materials are put away and the works are put on the
bulletin board, we can begin the class critique.
Students Instructions
1. When your assigned group is called pick up 1 red, 1 blue,
1 yellow, and 1 white oil pastel.
2. With a hue of your choice sketch out an outline of a
landscape, showing a horizon line.
3. Within the landscape create a wide range of values with
the red, blue, and yellow colours.
4. Apply both high and low values of red in the landscape.
5. Apply both high and low values of blue in the landscape.
6. Apply both high and low values of yellow in the
landscape.
7. Secondary colours that are created through mixing
should display high and low values.
8. Create areas of complementary hues.
9. Create areas of that show neutral hues.
10. With the white oil pastel, tint those areas were the
sunlight affects the landscape.

14

Evaluation
a. Establishing Criteria
-Landscape scene is established.
-Low and high values of yellow are present.
-Low and high values of red are present.
-Low and high values of blue are present.
-As a result of various levels of red and yellow, a variety
of high and low values of orange are present.
-As a result of various levels of red and blue, a variety
of high and low values of purple are present.
-Relationship of complementary hues is established.
-Variety of neutral hues present.
-Tinting is used to create the illusion of a light source.
-Working observations
(Experimenting with the techniques learned in class)

5 marks
2 marks
2 marks
2 marks
5 marks

-Total

27 marks

5 marks

5 marks
1 mark

b. Questions
-How is a high value of yellow created?
-Is this red a higher or lower value compared to this yellow?
-How is a high value of purple created?
-How is a low value of orange created?
-How does tinting affect a low value of blue?
-How can a high value of red be made without tinting it?
-What happened when the red, blue, and yellow colours were mixed?
-How is a neutral hue created?
c. Strategies for Grading
For a grade five class the established criteria should be followed, but should
also allow for personal discovery. Students will remember something better if
they found out how to do something, then if the teacher simply told them the
outcome. This also translates to the aspect of viewing their own work. It
wouldnt be much of a learning experience if the teacher pointed out certain
aspects of their work; with out letting the students look for themselves. This
provides the students to understand how certain techniques achieve a desired
affect. Introducing them to carefully look at their work will help them discover
personal feelings and emotions in their work, in which they can explain and share
to the class.

15

Lesson 4

General Description
In this exercise the students will be combining the techniques used in the
first two lessons, into one project. Students will use all three primary hues,
complementary hues, neutral hues, tinting, value, and will be introduced to the
four guidelines of perspective. They will be creating a landscape scene showing
sky and ground. The project is designed for a grade five class, in order to test
their knowledge from the previous lessons. The medium is chalk and oil pastels
on mayfair paper.
Objectives
Art Objectives
-Combine the students knowledge of two separate lessons and put it into one
larger lesson.
-Primary hues.
-Complementary hues.
-Neutral hues.
-Tinting.
-High and low value.
-Introduce the students to the four guidelines of perspective.
-Closer overlaps farther.
-Closer up, more detail.
-Relative size.
-Placement in the frame.
-With these techniques developing 3-D space.
-Introducing work on a larger scale.
Subject Integration
-An overview of all the information and knowledge the students know about
weather.
Social Objectives
-Class and group discussion can be used to share ideas and express opinions.
-They can begin to evaluate their work and explain the meaning of their work and
discuss the feelings they had when creating it.
Physical and Developmental Objectives
-Working on developing fine motor skills.
-Use their mind to take ideas from various sources and apply it to their artwork.

16

Materials and Workplace

Materials
-40 sheets of white paper.
-18 viewfinders.
-18 sticks of primary coloured oil pastels.
-18 sticks of primary coloured chalk pastels.
-18 sticks of white oil pastels.
-18 sticks of white chalk pastels.
-Five roles of masking tape.
-Students art folders.
-18 pencils
-18 palettes
-Sink
-Paper towels.
-Art reproductions
-My own art works
Classroom set up
-Class arranged in four groups with an average of 4 or 5 students in each group.
Clean up
--Each row will be numbered from one to five.
-Each row will begin with a task and cycle through until each task has been
completed.
-Group one will put away their oil pastels and palettes on the shelf.
-Group two will wash their hands
-Group three will hang up their projects in designated area.
-Group four will clean up the area around their desk.
Using the Senses
To prepare for this project, students will go outside and examine the
landscape and sky around the school. With viewfinders, the students will focus
on an area of land where a horizon line is present. Here they will sketch
examples of the landscape, paying close attention to the horizon line, effects the
sun on the clouds and the ground. At this point, we will introduce the students to
the guidelines of perspective and when back inside show them examples from
reproductions and my own work. As an example to aid in the instruction of
perspective we will have the students take part in the exercise we did in class.
Placing a tall person behind a short person, then having the taller one move back
until they are the same height as the shorter person. This is done while the rest
of the class is watching through their viewfinders. Once the students have their
sketches completed, they will go inside and work briefly with adding colour to the
sketch. The main purpose of this part of the assignment is to simply get the
students to look at what they will eventually create on paper. After the first two

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Using the Senses (contd)

lessons, the students should be able to see more things than on the first lesson.
They have been exposed to various art terms and will have a backing knowledge
of what they will be looking at. Nothing really new will be introduced, except the
guidelines of perspective and that the size of the paper will be increased from the
two previous lessons.

Visualization
Imagine you are beginning a trek across a foreign land in your brand new
car. Your voyage begins in a very rocky coastline, where the road comes
dangerously close to the edge of an enormous cliff. Your heart is pounding. Any
mistake could lead into disaster. As you coast down the windy road the rocky
hillside turns into a lush grass area of rolling hills. Your fears seem to dissolve
into a feeling of peacefulness and admiration. The air rushing in from the open
window is cool and refreshing. There is always something to see, but as you
proceed down the road the hills begin to flatten out and the lush green colours
turn to orange. Although it seems that there is nothing to see, the sun setting
behind the horizon line is an incredible site. Yellow, red, and orange colours
streak across the sky and land. As time passes the flat plains begin to rise
above the land, until the road is winding through hills and eventually through
towering mountains. Each curve in the road reveals new colours. One corner
turns into a grand valley letting the sunshine through, just beyond the horizon
line. Another turn is completely shaded by the sun creating low values of blue,
red, and purple on the sides of the mountain. The final leg of the trek ends
where an enormous ocean of water serves the mountains. Here the sun creates
sparkling values of red, yellow, and orange. The view is magnificent; a
tremendous sense of feeling and beauty nature can create.
Process
Once the students have their materials and their paper taped to the desks,
they can begin on their main project. Here the students will develop their own
landscape picture. The picture should display a distinct horizon line, ground, and
sky. Students will also incorporate the idea of perspective and follow its
guidelines. Much of this project will involve the students own creativity and
feelings. The students will use all the techniques and knowledge learned from
the other two classes and combines it into this project. Students should use:
-All three primaries, red, yellow and blue.
-Create areas were tinting has been used.
-Create a relationship between one or more complementary pairs.
-Create areas displaying neutral hues.
-Have a varying degree of value among all the hues.

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Process (contd)
-Within the picture, it should show the four guidelines of perspective.
-Certain objects, natural or manmade, should overlap.
-Objects that are closer should show more detail.
-The farther an object is in the picture the smaller it is compared to
something very close.
-The placement of the object with in the frame of the pictures works to
create a sense of perspective in the work.
-Chalk pastels will be used on the sky area.
-Oil pastels will be used on the ground area.
As a teacher during this project, we are not there to tell them exactly how
the picture should end up, but being a source of encouragement. Pushing the
creative minds of the students and allowing for personal discovery. At this point
we wish to allow personal expression and feelings to show through their work.
When the class is finished, each group will follow the clean up routine
assigned. When all the materials are put away and the works are put on the
bulletin board, we can begin the class critique.

Students Instructions
1. When your assigned group is called pick up your palette
with the three primary hues and white.
2. Create a landscape picture showing a distinct horizon
line, ground, and sky.
3. Use the chalk pastels for the sky and the oil for the
ground.
4. Use all three primary hues.
5. With the primaries create a range of secondary hues.
6. Create a relationship with one or more complementary
pairs.
7. Create areas using neutral hues.
8. Follow the four guidelines for perspective.
9. Create closer objects that overlap farther ones.
10. Objects that are close should show detail.
11. Create objects, which show a difference in relative size.
12. Create perspective by placing objects in various locations
in the frame.

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Evaluation
a. Establishing Criteria
-Landscape scene is established, with a distinct horizon line.
-Three primary hues are used.
-Secondary hues are present.
-Neutral hues are present in the work.
-Technique of tinting is present.
-Varying degrees of value can be seen.
-Closer objects overlap farther objects.
-Amount of detail in relation to closer and farther objects.
-Relative sizes of closer and farther objects.
-Placement of objects in the frame.

5 marks
3 marks
3 marks
2 marks
2 marks
2 marks
4 marks
4 marks
4 marks
4 marks

-Total

33 marks

b. Questions
-How is a neutral hue created?
-What is the complementary hue of red?
-How is a high value of red created?
-How can perspective be created in a work?
-How are differing horizon lines affected by light?
-How does a complementary pair of hues affect a picture?
c. Strategies for Grading
From observing the level at which the students use art, this project seems
appropriate. This provides the students the challenge to use all the techniques
and terms in one project. The main difference from the first two lessons is that
the size of paper for this project is larger than before. The students will have to
carefully consider the placement of certain objects, making sure to follow the
perspective guidelines. I feel this allows for more personality to be injected in the
picture. Gives the students the ability to express feelings and opinions to their
peers.

Lesson 5
General Description
In this lesson the students will critique their work and the work of others.
They will learn how to look at their artwork and understand what could be done
differently to improve the final piece. They students will also be able to discuss
what techniques enhance the piece and make it successful.

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Art Objectives
-Here the students will begin to understand the role of critiquing their own work.
-They will be able to express what qualities enhance the picture and what things
take away form it.
Social Objectives
-Here the students will be engaged in constructive conversion about their works.
-This involves the students to speak with the terms we discussed in class and to
find what is positive and negative about their works of art.
Physical and Developmental Objectives
-The students will take everything acquired from the lessons and apply it to the
discussion of the works.
Materials and Workplace
-Classroom with the students work arranged.
Using the Senses
A motivational set for this lesson would be to have the students break into groups
of two or three and look at their pictures and determine three positive aspects of
it and two negative aspects that could be worked on. This is the time for the
students to personally look at their work and the work of others in a small setting
before we discuss the works as a whole class.
Visualization
For the visualization section of the lesson I will bring in a piece of my own art that
relates to their pictures and we will do a critique on my picture. This will show the
students what a critique looks like and that it is not about making fun of other
peoples work, but about providing suggestions that could turn their picture and
into a masterpiece.

Process
We will arrange the pictures around the room and turn the classroom into a small
museum. I will ask for any students who would like to talk about their pictures
first, sharing the three positive and negative about it, and then have the class
share ideas about it. I will also encourage the students to avoid statements that
state, I like this or this is cool. If they like something they should provide an
explanation of why something works or doesnt. After we discuss every ones
work we will have a talk at they end, where the students can ask questions
relating to the lessons and have the opportunity to make suggestions on how I
could make the unit more efficient.

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Evaluation
A checklist, where the students share three positive things and two things that
should be worked on in their pictures will do the evaluation of this assignment.
Student share three positive things and two things that need to be worked on
equals a 5,
Student shares only four points about their work equals a 4.
Student shares only three points about their work equals a 3.
ETC

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