Art Education Lesson Plan with the OSF Standards
Who Am I? – Watercolor Reverse Silhouette.
Title of the lesson
2nd Grade
Grade Level
Visual Arts - 2D Art – Painting
Area of Study
Students will be able to create a color scheme of 3-4 colors
including one tertiary color and one color with a darker value.
Students will be able to mix tertiary colors and colors with darker
values with watercolor.
Objectives Students will be able to clean up messes that they make during
the artistic process.
Students will connect how they view themselves internally to who
they are externally.
Creating
1) VA2.CR.2 Create works of art based on selected themes.
a. Create works of art to express individual ideas,
thoughts, and feelings from memory, imagination,
and observation.
2) VA2.CR.3 Understand and apply media, techniques, and
processes of two-dimensional art.
a. Create drawings and paintings with a variety of
media.
b. Explore basic color theory (e.g. tertiary colors,
values, color scheme)
Presenting
Standards
1) VA2.PR.1 Participate in appropriate exhibition(s) of works
of art to develop identity of self as artist.
a. Sign a finished work of art.
Responding
1) VA2.RE.1 Discuss personal works of art and the artwork
of others to enhance visual literacy.
a. Demonstrate an appreciation for art and art making
processes by communicating thoughts and
feelings.
b. Use art terminology with emphasis on selected
elements and principles of art.
Connecting
1) VA2.CN.3 Develop life skills through the study and
production of art (e.g. collaboration, creativity, critical
thinking, communication).
Demonstrations – Teacher will demonstrate techniques and
clean up on a class wide and individual basis.
Project-Based Learning – Students will participate in a hands-on
project to learn new skills or techniques.
Teaching Strategies Chunking – Project and lessons will be split into concise sections
that the project length will not be overwhelming to students.
Individualized Instruction – Teacher will assess individuals’ skills
and help those who are struggling and challenge those who are
very skilled.
Watercolor, paint brushes, paint cups, paint swatches, acrylic
Materials paint, mixing trays, pencils, cardstock, salt (for artistic purposes),
envelopes.
A PowerPoint will be used to help guide the class in discussion
Tools/Technology as well as provide definitions and examples for vocabulary.
Tertiary Colors, Watercolor, Ink, Acrylic Paint, Splatter
Vocabulary Techniques, Wet on Wet, Color Scheme, Values, Shades, Tints,
Silhouette, Reverse Silhouette
Students will write a paragraph about who they are/what they like
Language Support that other might not see on the outside.
Procedures
In first class period/time I will introduce the artist. I will tell them
that we are going to make an artwork that looks like that. Ask
questions about artwork shown:
• What colors do we see (point out tertiary colors and ask
students what color they might be)?
o Use this question to define tertiary colors and show
them in a color wheel.
o This question can also be used to define values,
Introduction tones, and tints.
• Why do we think the artist chose the colors they did?
o Use this question to define color palettes.
• Can we tell what the person looks like?
o Use this question to discuss and define silhouette.
Ask how the silhouette shown is different from the
artwork. Discuss reverse silhouettes and how we
will be using black for our reverse silhouette.
• Why do we think they chose to keep the eyes?
• What kind of materials do we think they used to make the
effects we see?
o Discuss ink and watercolor, and why we will be
using watercolor (it is much more accessible and
less messy).
• Who do we think people are based on what colors they
chose to represent themselves with?
o Complete Worksheet 1 about what colors we can
use to represent ourselves. I will collect this
worksheet.
▪ Ask questions like “what your favorite color
is, what is the color of your favorite food,
what is your favorite flavor of candy, what is
the color of your favorite toy, is there a color
important to your culture, etc.”
In the next class, I will pass out Worksheet 2. I will demonstrate
to the students how to mix watercolor and use water to make
tertiary colors, tints, and shades. I will have students pick one
primary color and one secondary color and make tints and
shades of each. I will also have them pick out two tertiary colors
to make. Next, I will show them three different watercolor
techniques to get different effects (wet on wet, splatter, salt). I will
also show them how to appropriately clean up as well as how to
respect classmates. Finally, I will have them test these
techniques themselves. I will also guide them through clean up to
make sure they understand what to do.
On the third class day I will have paint swatches as well as
watercolor supplies out on the desks and pass the students first
worksheets back. I will have students use the colors on their
worksheet to pick out 3-4 colors. They will be instructed to pick at
least one shade and one tertiary color, and the other 1-2 colors
are whatever they choose. They will then be passed envelopes
that they must write their names on. These will be used to store
swatches.
Once they have picked out a color palette, I will pass out paper
Process
and students can start to work on their artwork. I will remind
students of the clean-up procedures when it’s time to clean up
and help guide them where necessary.
The next class we will introduce how we are going to do
silhouette. We will have students outline each other, making sure
to include hair and ears if needed. I will trace a volunteer student
to show what we are going to do it. I will discuss appropriate
etiquette, like being gentle. I will then have them finish up their
watercolor work. If multiple students have dry artworks before the
end of class they can trace one another. Make sure to let
students know when clean up time starts.
In the third workday class, I will introduce acrylic paint and how it
can be difficult to clean up. I will explain why they will need paper
towels under their paper to make cleaning up easier. I will also
show them how to clean brushes. Students will then start or
continue to outline each other. Students will then use acrylic
paint to make a reverse silhouette as well as paint their eyes. I
will make sure to give students appropriate time to clean up and
guide them when needed.
On the final day of this lesson, I will have students sign the back
of their artworks. I will then hang up the artworks in the
classroom while students are writing a paragraph about who they
are/what they like that others might not see on the outside.
Students will then participate in a guided critique. I will take
students around the classroom to look at their peer’s artwork and
ask the following questions:
• Can you identify an area where peer used one of the
watercolor techniques we discussed?
Closure
• What tertiary color did peer use in their artwork?
• What color did peer tint in their artwork?
• Do you think the colors peer chose shows who they are?
• Why do you think peer chose the colors they did?
Have a final discussion about how who we are on the inside can
often be overlooked for what we look like on the outside. Talk
about how it is important to recognize others for who they are on
the inside as well as for their interests, because what’s on the
outside does not represent the totality of who someone is.
Accommodations/Differentiations for Special Needs
For the student with ADHD, extra time for each stage of the
assignment will be given. Additionally, written step-by-step
instructions for the project and vocabulary will be provided to the
student. Students will be monitored during class and reminded to
IEP/504
stay on task if needed. Additionally, they will be given extra time
on workdays to clean up their space. If needed, they will be given
any extra time needed to complete the project, worksheets, and
written reflection.
Verbal and visual instructions will be provided including
demonstrations and visual references for vocabulary and clean-
Students who have up procedures. Additionally, there will be time set aside in class
dyslexia for students to ask questions. They will be given extra times on
written worksheets and reflection if needed as well as the option
to give a verbal reflection instead of written.
I will include a lot of pictures paired with vocabulary during
lessons and I will also be doing demonstrations that help
students to visually understand what we will be doing.
Additionally, worksheets will be translated, and a translated
vocabulary sheet and color wheel with visuals will be provided.
Translated step-by-step instructions for the project will be
provided as well. The written reflection can be in the ESL’s
ESL
students first language, or in English if they choose. If it is not
written in English, I will consult with the ESL teacher to help
translate to check progress. I will also be in communication with
the ESL teachers to help check on students understanding and
to discuss best practices.
Additionally, for color lessons I will include translations of the
color names on the slides.
The student who needs extra time for the will be given it for
worksheets, artwork, clean-up, and reflection and not penalized
Students need extra for late work. I will provide step-by-step instructions for the
accommodations project as well. Time in class will be given for any questions they
may have.
Evaluation/Assessment
1 2 3 4
Elements of Student color Student Student Student
Design scheme does color color color
not contain scheme is scheme is scheme had
missing the missing one 1 shade, 1
shade and of the tertiary
the tertiary following: color, and
Summative
color 1 shade, 1 1-2
assessments
tertiary additional
color, 1 colors.
additional
color
Creativity Student used Student Student Student
none of the used one used a few used a
watercolor watercolor watercolor variety of
techniques technique techniques watercolor
shown in class and their and their techniques
and their artwork artwork created a
artwork displayed displayed unique
displayed no some signs many signs artwork.
signs of of of creativity
creativity. creativity
Craftsmanship Students Students Students Students
reverse reverse reverse reverse
silhouette is silhouette silhouette silhouette
unfinished, is messy is mostly is clean and
unrecognizable, and their clean and their
or a normal watercolor their watercolor
silhouette shades and watercolor shades and
Their tertiary shades and tertiary
watercolor colors are tertiary are colors are
shades and barely mostly identifiable.
tertiary colors identifiable identifiable
are not
identifiable and
muddy.
Attitude, Students did Students Students Students
Habits, not clean their did not cleaned cleaned
Participation work space at clean their their their
all, did not work space workspace workspaces
participate to an well and tools
during class, adequate enough, excellently,
and was never degree, did participated participated
on task. not minimally during
adequately to discussions,
participate discussions, and were
during and were on task
discussions, minimally during class
and were distracted. time.
distracted
often.
Project will be graded out of 20 points
Watercolor techniques and color mixing worksheet (Worksheet 2)
• Will be used to determine students’ ability to work with the
Formative
material as well as their understanding of the concepts of value
assessments
and tertiary colors.
Color scheme envelope will be used to see if students understand what
was asked of them as well as if they need future lessons on color
relationships
Written assignment at end of project to determine how much the
students understood of the concept of the artwork as well as students’
ability to introspect.
Guided critique will be used to assess understanding of vocabulary
discussed in class.
Teacher will compile project assessments for each class and assess
students understanding of the vocabulary and concepts and identify
any failure to communicate concepts properly. Teacher will also
Plans to compile written reflections to see how well students understood and
analyze the connected to the theme of the project. Teacher will also take notes on
data and use the art itself and what skills students may need to work on. These
the results evaluations will be used to build the next projects as well as reflect on
past projects and the flow/progress of the classes.
Communication Strategies
Students:
• Verbal and Written instructions
• In-class demonstrations of techniques
• Printed instructions
• Clean up procedures for watercolor and acrylic on each table
• Check-in with each student during the process
• Guided help
Teachers:
• Display finished artworks in hallway for a few weeks
• Discussions with ESL teacher about best practices
Parents:
• Provide parents with students rubric evaluation for project
• Send project back with students after it is done being displayed at school
• Discuss any behavioral problems with parents, teachers, and councilors if
something comes up
Resources/Research
Artworks referenced:
Firelei Baez, “Fragrant with dawn and dew”
https://www.ajc.com/things-to-do/atlanta-fall-arts-galleries-highlight-history-hip-hop-
and-afro-caribbean-culture/UG5N2OFQVNDZLAXSUOBYB4EGP4/
Firelei Baez, “A place of respite”
https://www.facebook.com/photo/?fbid=770571551745936&set=a.482110060592088
Watercolor Techniques for Kids
https://www.projectswithkids.com/watercolor-techniques-for-kids/
Glossary
Tertiary Colors – a color that is an equal mixture of a primary and secondary color
Watercolor – type of paint mixed with water to create translucent layers of color on paper
Ink – colored liquid used for writing or drawing
Acrylic Paint – water-based, fast drying paint made from plastics
Splatter Technique – Effect made by throwing paint onto artwork
Color Scheme – arrangement or combination of colors that look nice together
Values – how light or dark a color can be
Shades – darkening a color with black
Tints – lightening a color with white
Silhouette – outline of an object or person in a single color
Reverse Silhouette – outline of an object or person where the background is filled in and
the object or person is left blank.
Evaluation Rubric
Evaluation Elements OSF Standards CACMA Elements
1. Content
Instructional planning 1, 2, 3, 7, 8, 9, 10
organization
2. Alignment
Objectives and standards 1
3. Objectives
Procedures (introduction, process,
1, 3 4. Procedures
conclusion)
5. Engagement
Professional teaching strategies 3, 7, 8, 9
6. Communication
5. Engagement
Communication strategies 7, 8, 9, 10
6. Communication
Technology 3, 4, 10, 11
Accommodations/differentiations for
4 7. Modification
students’ needs
Assessments 5, 6 8. Assessments
