HOOD COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE

SECONDARY
Lesson
Description/Lea
rner
Characteristics

Lesson title: Watercolor Resist Techniques

Duration: 60 minutes
Discipline/Subject: Visual Arts
Grade level/ Setting/Grouping: Art II, on-grade &
honors students
Learner Characteristics: Even boy/girl spilt
Prior learning experiences tied to lesson: Some

Goals,
Objectives/
Standards,
Essential
Questions

knowledge of watercolor techniques is expected.

Goals
Objectives:
1. SWBAT demonstrate 8 watercolor resist techniques
2. SWBAT identify and apply watercolor resist techniques
3. SWBAT analyze the most effective resist by testing 8
techniques
4. SWBAT predict what other media would work to resist
watercolor
5. SWBAT demonstrate previous knowledge of watercolor
washes
Essential Questions:
1. How do resist techniques benefit the use of watercolor? Give
examples.

Materials and
Resources

Standards:
1. Cardstock Paper
2. Glue
3. Rubber cement
4. Masking fluid
5. Crayon
6. Oil pastel
7. Tape/stickers
8. Salt
9. Watercolor paper
10. Pens
11. Watercolor brushes
12. Cups of water

Instructional
Procedure

Launch/Warm Up:
Teacher will show Albrecht Drers work on Pear Deck and
ask students what watercolor techniques they think he
used in his work. Explain what a resist means and what it
would be used for. Show examples of watercolor resist,
and resists in other media.
Instructional Steps:

Have students use devices to view simple directions and key terms

and place a worksheet with directions and key terms on each table.
Students will draw eight boxes and label each box with a different

technique: salt, crayon, masking fluid, etc.

First person finished from each table grabs materials for their table.
Teacher will gather students at one table and demonstrate each of the
watercolor techniques to the class in labeled boxes, one at a time.

Reference
Use resist media to create simple shapes or patterns in each box.
Create a wash in each box to show resist.
Ask students to make predictions, "What do you think will happen

when I sprinkle salt on top of the watercolor?"

After demonstrating a technique, allow students 5-10 minutes to
complete that box. Come back together and demonstrate the next

technique. Allow students 5-10 minutes to complete that technique.

Repeat until all 8 boxes are completed.
Wrap-Up/Closure:

Have students answer essential question on an exit slip,

or ask the class the essential question and have a group
discussion.

Assessment

Students will turn in their watercolor sheet and I will

check to make sure they applied each technique properly
and labeled each box.
Students will be graded on a 1-4 scale in 3 categories:
1. Craftsmanship
2. Organization
3. Completeness

Differentiation

4. Time management
Accommodations/Modifications for Students with
Documented Disabilities (IEP/504)
Individual accommodations will be made for students
with a 504 or IEP. For example, students could use a
larger brush to be able to lay down a wash faster, only
pick 4/8 techniques to demonstrate, or additional time
will be permitted.
Accommodations/Modifications for English
Language Learners
Individual accommodations will be made for ELLs. For
example, an interpreter would be utilized, key terms are
in multiple languages, and visual aids will be used.
Accommodations/Modifications for Gifted and
Talented/Highly Able Learners
Students will be given the opportunity to move ahead, be
introduced to the final project, and begin their sketches.

Reflection

Before teaching this lesson to my class, I thought the

best way to have students complete all eight techniques
would be to model three in front of the class. After I
would model them, students would complete the rest on
their own, while referencing the key terms & steps on
handouts that were also displayed on the projector. Each
student also had these steps, as well as tutorial videos,
on their devices; as they were to pull up the lesson plan
on my website. Even though they had access to these
resources, they missed out on some key steps that would
have benefited their resists. For example, many students
used a dark colored crayon for the wax resist, and then
put a dark wash over top. They didnt think that their
resist worked. In reality, I should have taken the time to
explain to them while I was demonstrating that if you
choose a light colored crayon, you place a dark wash,
and if you choose a dark colored crayon you place a light
wash. Now that Ive taught this lesson, I know to do one
resist at a time, and demonstrate all of them. This way I
am able to take my time presenting information and they

can ask questions before they work on their own.

Content Knowledge
Students should have previous knowledge of the following watercolor
techniques: Wet on wet, wet on dry, dry brush, dry on wet, flat wash,
gradated wash.
Quality of Writing