THE BLUE HORSE:

Creative Self Representation with Watercolor Resist

Franz Marc, Blue Horse I, 1911

Jennifer Baldvins 10/08/2012

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Introductory Information:
The Blue Horse: Creative Self Representation with Watercolor Resist Grade Level: Kindergarten Class Size: 15-25 students Length of Class: 45 minutes, 3-4 classes

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING: Artists use different types of representation that arent always realistic How emotions can be represented through colors That there are many definitions of good art B. ESSENTIAL QUESTIONS: What makes art good? How can I represent myself in nonrealistic ways? C. STATE STANDARDS ADDRESSED: Learning Standard 1: Media, Materials, and Techniques Learning Standard 2: Elements and Principles of Design Learning Standard 6: Purpose of Art
The cover of the book The Artist Who Painted a Blue Horse, by Eric Carle 2011.

D. LEARNING OBJECTIVES: The students will examine works by Franz Marc and Eric Carle The students will draw dark well defined line drawings appropriate for crayon resist. The students will identify and use warm and cool colors. The students will create a foreground and background in their image. The students will create an image that shows good use of space by filling the majority of the paper. The students will paint with watercolor paints using proper techniques as demonstrated.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: A successful example of a final product will demonstrate use of imagination and technique. The students animal drawing should take up most of the page and be drawn in dark crayon lines to allow for good watercolor resist. The student will create a foreground and background by putting ground and sky in their image. The animal will be painted a warm or cool color, and the ground and sky will be painted using 2 colors from the opposite color family (warm or cool). The page should be covered in water paint with no white paper color showing. Paint colors will have little or no mixing.

Franz Marc, Yellow Cow, 1911

B. CONTINUUM OF ASSESSMENTS: Students will be able to differentiate works by Eric Carle and Franz Marc, and identify their jobs (i.e. artist, and story book artist). Students will brain storm self-descriptive adjectives as a group, and brainstorm different animals that match those adjectives. Students will discuss what emotions different colors can represent. Students will be able to say which adjective they chose, and why the animal they drew matches the adjective.

C. CRITERIA: Can students identify works by Franz Marc and Eric Carle? Did the students draw dark well defined line drawing appropriate for crayon resist? Did the students identify and use warm and cool colors? Did the students create a foreground and background in their image? Did the students create an image that good use of space by filling the majority of their paper?

Did the students paint with watercolor paints using proper techniques as demonstrated?

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT: 9x12 white watercolor paper Pencils Erasers Black crayons Paper towels Watercolor brushes Watercolor paint sets Water containers for rinsing brushes Scrap paper Crayons or color pencils Example of a drawing thats too small, Jennifer Baldvins, 2012.

B. VOCABULARY WITH DEFINITIONS: Artist - A person who practices or performs any of the creative arts, such as a sculptor, film-maker, actor, or dancer. Portrait - A painting, drawing, photograph, or engraving of a person. Adjective A word that describes a noun, such as big, purple, happy or cold. Warm color - The yellows and reds of the color spectrum, associated with fire, heat, sun, and warmer temperatures. Cool color - The blues and greens of the color spectrum, associated with water, sky, ice, and cooler temperatures. Foreground - The ground or parts situated in the front; the portion of a scene nearest to the viewer. Background - The ground or parts, as of a scene, situated in the rear. C. VISUAL IMAGE RESOURCES: Author (Role of Author). (Year image was created). Title of work [Type of work], Retrieved Month Day, Year, from: URL (address of website) Carle, E. (2011). The artist who painted a blue horse cover image [Mixed media]. New York: Philomel Books. Marc, F. (1911). Blue Horse I [Oil on canvas], Retrieved October 12, 2012, from: http://library.artstor.org/library/#3|search|1|Franz20Marc|Multiple20

Collection20Search|||type3D3126kw3DFranz20Marc26id3Dall26na me3DAll20Collections Marc, F. (1911). Yellow Cow [Oil on canvas], Retrieved October 12, 2012, from: http://library.artstor.org/library/#3|search|1|yellow20cow|Multiple20C ollection20Search|||type3D3126kw3Dyellow20cow26id3Dall26nam e3DAll20Collections

Project benchmark, by Jennifer Baldvins, 2012.

D. TEXT, MEDIA AND WEB RESOURCES: Biographical Notes for Eric Carle. (n.d.). The Official Eric Carle Web Site. Retrieved October 12, 2012, from http://ericcarle.com/bio.html Carle, E. (2011). The artist who painted a blue horse. New York: Philomel Books. Franz Marc and His Paintings. (n.d.). Franz Marc Paintings, Quotes, and Biography. Retrieved October 12, 2012, from http://www.franzmarc.org/ Benchmark bad example, Jennifer Baldvins, 2012 E. TEACHER INSTRUCTION: Day 1: The teacher starts the class by reading the story The Artist Who Painted a Blue Horse by Eric Carle. The teacher will lead a discussion about what good art is. The discussion will touch upon the fact that good art doesnt have to be realistic, and that different individuals may have different opinions about what good art is.

o What is good art? o Does art have to look real? o Can people like different art from each other? The teacher will present a brief introduction to Franz Marc and his artwork. During this time the teacher will mention how colors can be used to represent emotions, and solicit examples from students. o What color can represent sad? o Can that color represent other emotions? o Can you think of more colors that can show emotions? The teacher will review adjectives and have the class brainstorm a list of self-describing adjectives. The teacher will have students brainstorm what animals match the adjectives shown on the board. The teacher introduces the project by explaining that students will pick an animal that they think matches an adjective that describes them. The teacher will show bench marks and examples of a correct size drawing versus a drawing thats too small. The eacher will demonstrate how to draw dark crayon lines and why it is important to watercolor resist using examples. The teacher will pass out paper and pencils. The teacher will walk around the classroom and check that students understand what to do and make sure they are drawing large images. The teacher will help students who are stuck. The teacher will pass out black crayons to students who finish their pencil drawing.

Day 2 The teacher will give a quick review of Eric Carle and Franz Marc, and of the project that has been started. The teacher will pass out drawings from previous class. The teacher will make scrap paper available for drawing for those students who finish tracing their picture in black crayon. The teacher will give a presentation on warm and cool colors. Then the teacher will explain that the students will pick a color for their animal and two colors from the opposite family for their background. The teacher will give a basic introduction to foreground and background. The teacher will present The Artist who painted a Blue Horse again, and have students pick out what is in the foreground and what is in the back ground. o What can you see in the front of this picture? o What about the back? The teacher will show how to create the ground in images, so the animals are not flying. The teacher will present water color paints and how to use them. Not mixing colors and proper brush use will be stressed.

The teacher will pass out paints, brushes, paper towel and water and let students paint their animals.

Day 3: The teacher will review warm and cool colors, as well as foreground and back ground. The teacher will pass out materials. The teacher will provide scrap paper and drawing materials for students who finish quickly. Once images are dry and complete, the teacher will lead the students on an artist walk where each student can share their picture.

F. LEARNING ACTIVITY: Day 1: Students will examine works by Eric Carle and Franz Marc. Students will brainstorm adjectives and animals. Students will choose an animal to represent themselves Students will draw a picture of an animal using pencil that fills up most of the page. Students will trace their picture in black crayon using dark lines. Day 2: Students learn about warm and cool colors Students will learn about foreground and background Students will learn proper technique for using water colors Students will paint their picture using water color. Day3: Students will paint foreground and background of their image. Students will present their images and talk about them.

Examples of strong and soft crayon drawing, Jennifer Baldvins, 2012