Lesson Overview: For this lesson, students will learn about their cultures and the artists within

their cultures. Additionally, students will strengthen their watercolor skills and techniques. Along

with strengthening their ability to talk about their work in a class. They will conduct a project on

an object from their culture and apply either a technique or style from an artist they researched to

make a watercolor piece. They will also work on their collaborative skills and apply it to a

project.

Grade Level Performance Standards:

VA: Pr5.1.8a: Collaboratively prepare and present selected theme-based artwork for display and

formulate exhibition narratives for the viewer.

VA.Re.7.1.8a: Explain how a person's aesthetic choices are influenced by culture and

environment and impact the visual image that one conveys to others.

VA:Cn10.1.8a: Make art collaboratively to reflect on and reinforce positive aspects of group

identity.

Learning Objectives:

Students will gather a better understanding of their culture.

Students will be able to explain why certain objects are important to their culture.

Students will be able to paint a series of chosen objects from their culture using the watercolor

techniques they have learned.

Artists:

● Chris Ofili
 ○ Born October 10, 1968

○ British painter

○ Best known for incorporating elephant dung in his paintings

● Mark Bradford

○ Born 1961

○ Primarily connects work to informal economic systems

○ Grew up in Los Angeles

● Barbara Kruger

○ Born in 1945 in Newar, New Jersey

○ Attended Syracuse University

○ Accquired design job at Conde Nast Publications

 ○

Research/Information about the artists:

Tate. (2014). Chris Ofili born 1968 | Tate. Tate.

https://www.tate.org.uk/art/artists/chris-ofili-2543

‌Art - Barbara Kruger - Photograph Collage, Advertising, Slogans, Art. (2019).

Barbarakruger.com. http://www.barbarakruger.com/art.shtml

Mark Bradford - Bio | The Broad. (2013). Thebroad.org.

https://www.thebroad.org/art/mark-bradford

The Lesson Plan:

The class starts with a review of the history of watercolor and texture in watercolor.
Students will then research more about their culture and decide what object they would like to

focus on in their project.

Upon finishing this students will then choose their groups of 3 or 4 and discuss their objects

together.

Lastly, they will begin their project and figure out how they want to connect all of their objects

into a collage. They will also have the opportunity to use found items to fill spaces if they see fit.

Vocabulary:

● Culture

● Collaboration

● Collage

● Found Items

Ideas:

Introduction and Motivation:

Introduce the lesson by showing images of collages and what they entail and show works from

the chosen artists.

Explain why these artists are relevant to the project and show examples of collages and previous

student works.

Asks students to think about how they can connect their objects and cultures in one work.

“What is a collage?” How can cultures be connected through art?” “What is the most important

thing about culture to you?”

Show students a demo on how to collage items together

“How can layering enhance your piece?” “Do your found items have importance to your

culture?”

Begin group project of combining cultures.

“Do you think you can effectively connect your cultures together through art?” “How can art

bring cultures together?”

Materials:

● Watercolor paper

● Watercolor paint

● Reference Photo

● Paintbrush

● Found Items

Day ONE Demonstration:

● Introduce 1 new contemporary watercolor artist and 2 contemporary collage artists

● Have students research their culture and decide what object from their culture they want

to use
 ● Allow students to choose their groups of either 3 or 4

Day TWO Demonstration:

● Groups get together and see what object each individual has chosen.

● Groups present their found items.

● Groups discuss how they will connect each object for their collage project.

Assessment:

Self Assessment Rubric

0 1 2 3

Work Ethic
● Arrived on time and
prepared
● Stayed on task
● Used tools correctly and
responsibly
● Cleaned up area

Followed Directions
● Listened to directions
● Used correct
medium/materials
● Completed steps in order

Craftsmanship
● Used time wisely to
complete and improve
artwork
● Marks are neat and
purposeful

Creativity
● Did you think outside the
box?
● Did you take risks?

● Are you satisfied with the work you produced?

● What are you proud of? What can you improve on?
 8th Grade Art Rubric
4= Mastered 3= Proficient 2= Beginning 1= Struggling

Elements & Principles of Design
Represented the use of Showed most of the Showed a few of the Showed one/no principles or elements
all principles and principles and elements principles and elements
elements Displayed little or no effort in
Displayed a decent effort Displayed some effort decision-making
Displayed clear effort regarding regarding
regarding decision-making decision-making
decision-making

Time and Management The student stayed on The student was mostly The student was The student had to be constantly reminded
task independently with independent with no somewhat distracted to stay on task.
no distractions distractions from their work

Craftsmanship The project was carefully The project was finished The project was finished The project was finished with no attention
made with only minor flaws but somewhat messy to detail
present

Creativity The project was finished The project was finished The project was finished Project incomplete or finished with no
with total originality but not completely but showed no evidence evidence of experimentation
original of originality or
experimentation

Teaching Sample:

Citations:

Tate. (2014). Chris Ofili born 1968 | Tate. Tate.

https://www.tate.org.uk/art/artists/chris-ofili-2543

‌Art - Barbara Kruger - Photograph Collage, Advertising, Slogans, Art. (2019).

Barbarakruger.com. http://www.barbarakruger.com/art.shtml
Mark Bradford - Bio | The Broad. (2013). Thebroad.org.

https://www.thebroad.org/art/mark-bradford