TIME: Nine class periods.
- Three periods researching and writing a report on an assigned animal and its habitat.
- Three periods (20 minute mini-lessons) to present vocabulary: shading, cross hatching, hatching in achromatic values.
- Three periods (45 minutes each) to create a drawing of the assigned animal using shading, cross hatching and hatching in achromatic values.
MATERIALS:
- TV
- computer
- power point presentation (attached)
- #2 pencils
- white tag board paper
- animal print-outs
- poster board (with white, black, and shades values of gray)
- overhead projector
- rulers.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The students will have three days to research and write a report on an assigned animal. Instruction in art elements will be provided when these reports are complete. ACTIVITY:
Day One: (20 minutes mini lesson)
- Introduction/ Preparation: The teacher introduces the new vocabulary and sample art work in a power point (attached)
- Activity: Students answer probing questions on the information presented.
- Evaluation : Probing questions
Day Two: (20 minutes mini lesson)
- Introduction/ Preparation: Using an overhead projector, the teacher models how to use hatching and cross-hatching lines to create different values.
- Activity: The students practice hatching and cross- hatching lines on a sheet of tag paper that has been divided into six printed squares (sample attached). Students use #2 pencils and rulers.
- Evaluation : Students' completed work.
Day Three: (20 minutes mini lesson)
- Introduction/ Preparation: The teacher displays and explains achromatic colors: white, black, and different shades of gray. The teacher models how to create different shades of gray using a pencil and large white paper (poster board) placed on the black board.
- Activity: The students create white, black, and different values of gray on a white sheet of tag paper that has been divided into eight squares. Students use #2 pencils.
- Evaluation : Students' completed work.
Day Four: (45 minutes)
- Introduction/ Preparation: The teacher models how to trace the animals onto the tag board. The teacher shares a few sketches of animals with achromatic values. The teacher reviews the different ways to create shading and depth using light and dark values.
- Activity : The students trace their animal on to a white sheet of tag board paper and begin shading the drawings using the art techniques they have learned.
- Evaluation : The animal drawing with the color values.
Day Five: (45 minutes)
- Introduction/ Preparation: The teacher uses probing questions to have students discuss different habitats and the kinds of landforms, plant life, and animals found in those habitats. The teacher shows an example of an achromatic drawing of an animal in its habitat. The teacher explains/reviews texture, and leads students in a discussion of how texture could be used to create drawings of plants, animals, and landforms..
- Activity : Students draw a habitat around their animal drawing. Students use ideas from memory, pictures from books and/or internet sites, and their own background knowledge to guide their drawing.
- Evaluation : The habitat added to the drawing.
Day Six: (45 minutes)
- Activity: Students re given time to finish up and add any finishing touches to their drawing.
- Evaluation : Completed student work. (See attached rubric)
EVALUATION/ASSESSMENT:
- student participation
- application of concepts during each day of arts instruction
- completed drawing using rubric (attached)
ART CONTENT/CONCEPTS:
hatching, cross-hatching, value, line, achromatic, negative space, positive space, objective shape, shade (dark & light), texture, and highlighting
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Science GLEs – 4th Grade:
41 Describe how parts of animals’ bodies are related to their functions
and survival (e.g.., wings/flying, webbed feet/swimming) (LS-E-A3)
52 Describe how some plants and animals have adapted to their habitats
(LS-E-C2)
Louisiana Visual Art Content Standards/Benchmarks:
VA-CE-E1: Explore and identify imagery from a variety of sources and
create visual representations
VA-CE-E2: Explore and discuss techniques and technologies for visual
expression and communication
VA-CE-E3: Use art vocabulary and the elements and principles of design
to convey the language of art (create and discuss own artwork)
VA-CE-E5: Draw on imagination, individual experience, and group activities
to generate ideas for visual expression
Click Here to Download the Rubric for this project
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