Grade:​​ ​5th​ ​Grade​ ​

Title​ ​of​ ​Lesson:​​ ​Painting a Landscape

Standards:​ ​
CDE​ ​5th​ ​Grade​ ​Visual​ ​Arts​ ​Standards​ ​
Standard​ ​2:​ ​Envision​ ​and​ ​Critique​ ​to​ ​Reflect​ ​
GLE​ ​2.​ ​Visualize​ ​intended​ ​meaning​ ​and​ ​determine​ ​a​ ​method​ ​of​ ​planning​ ​that​ ​best​
​supports​ ​personal​ ​artmaking.​ ​
Standard​ ​3:​ ​Invent​ ​and​ ​Discover​ ​to​ ​Create​ ​
GLE​ ​2.​ ​Apply​ ​an​ ​understanding​ ​of​ ​art​ ​processes​ ​and​ ​studio​ ​skills​ ​to​ ​create​ ​works​
​of​ art​ ​and​ ​design.​ ​ ​
Big​ ​Idea:​​ ​Exploration​ ​of​ ​Traditional​ ​Art​ ​Genres/Techniques​ ​
Enduring Understandings:
Students use intention when planning their work.
Students apply learned knowledge to create their own dynamic landscape.
Essential Questions:
What is contrast?
What are contrasting colors?
What are warm and cool colors?
Objectives:​ ​
Students​ ​will​ ​be​ ​able​ ​to​ ​identify​ ​various​ ​methods​ ​of​ ​planning​ ​for​ ​visual​ ​art​ ​and​
​design.​ ​
Students​ ​will​ ​be​ ​able​ ​to​ ​j​ustify​ ​choices​ ​made​ ​during​ ​the​ ​artistic​ ​process​ ​that​
​resulted​ ​in​ ​the​ ​finished​ ​work​ ​of​ ​art​ ​and​ ​design.​ ​ ​
Activity:​ ​
Students​ ​will​ ​use​ ​warm​ ​and​ ​cool​ ​colors​ ​in​ ​order​ ​to​ ​create​ ​contrast​ ​within​ ​the​
​landscapes​ ​they​ ​created​ ​the​ ​previous​ ​week.​ ​They​ ​will​ ​be​ ​using​ ​tempera​ ​cakes​ ​and​
​various​ ​painting​ ​techniques​ ​in​ ​this​ ​step​ ​of​ ​the​ ​process.​ ​ ​
Pre-assessment:​ ​
At​ ​the​ ​beginning​ ​of​ ​class​ ​we​ ​will​ ​go​ ​over​ ​students'​ ​background​ ​knowledge​ ​of​
​warm/cool​ ​colors​ ​and​ ​the​ ​term​ ​contrast.​ ​This​ ​will​ ​be​ ​done​ ​as​ ​a​ ​whole​ ​class​
​discussion​ ​and​ ​will​ ​be​ ​written​ ​on​ ​the​ ​board​ ​as​ ​we​ ​go​ ​through​ ​it.​ ​ ​
Success Criteria:
Students​ ​will​ ​have​ ​a​ ​completed​ ​landscape​ ​that​ ​is​ ​enhanced​ ​by​ ​contrast and
warm/cool ​colors.​ ​ ​
Post-assessment:​ ​
Students will have used their knowledge throughout this unit to create a
landscape that contains a foreground, middleground, background, and is painted
with warm/cool colors.
Accommodations and Modifications:
ELL, CLD Learners, or Other Learning Disabilities
● Multiple visuals and examples provided
● Verbal instructions and explanations of expectations
Physical Impairments
● Variety of brushes available
● All supplies accessible to all students
● Work together as a table to decide who will gather certain supplies
Visuals:

Supplies and Equipment:

 ● Tempera cakes
● Water / water containers
● Paint brushes
● Watercolor paper
Safety Concerns:
No safety concerns for this particular lesson.
Teaching Procedure:
Beginning
Start the day by greeting students in the hallway and giving them directions for
the day. This will include having them get out their work from last week. Once in
the room, we will recap the information learned last week and go over the “I can”
statement for today. We will learn about contrast and warm/cool colors. I will
then allow students to get their supplies for today (paint, water, brushes).
Middle
Once students have their supplies, they will begin working on the next step of
their landscapes. During this time, I will walk around the room and ask students
about the choices they are making with their art. This is the time to make sure
students are on track with the success criteria and catch up any students that may
be behind.
End
I will end the day by having students go through clean up tasks and put their
paintings on the drying rack. All students are incharge of their own paintings.
Certain students will have specific jobs such as washing brushes, refilling water
containers, and stacking paint trays. All students will then work in their table
groups to get their folder returned and their table wiped down. Clean and quiet
tables will then be called to line up. Once everyone is lined up the class will be
dismissed.