Art Lesson Plan
Unit theme: Human interaction with outer space
Lesson: Falling back into Outer Space
Integrated subject: Science
Level: 4
Projected Time: 5 minutes to trace hands and feet and draw the rest of themselves, 3 minutes to trace over lines with sharpie marker, 8 minutes to color themselves (not coloring shirt and pants), 3 minutes to go over outer space objects with lines of white crayon, 11 minutes to paint the rest of the picture.
Lesson: Falling back into Outer Space
Integrated subject: Science
Level: 4
Projected Time: 5 minutes to trace hands and feet and draw the rest of themselves, 3 minutes to trace over lines with sharpie marker, 8 minutes to color themselves (not coloring shirt and pants), 3 minutes to go over outer space objects with lines of white crayon, 11 minutes to paint the rest of the picture.
Lesson Overview:
After learning about outer space and the solar system, students will create a mixed media picture of themselves falling back into space. Students will find out about outer space and what each planet looks like.
Image of Teacher Exemplar:
Visual Culture Context:
Elementary students see images of planets in outer space along with stars. They are also seen in animated movies such as Mars Needs Moms, produced in 2011 by Disney. Most of the students would be able to represent the planets in the background in their work. Also most teachers play the episode from the magic school bus called The Magic School Bus Lost In the Solar System. Students could get ideas of what to add to the back of their picture from what they’ve seen in the episode.
Vocabulary:
Space- an element of art, space refers to distances or areas around, between or within components of a piece.
Overlapping- to cover and extend beyond (something else) imbricate.
Perspective- a technique used to represent a three-dimensional world on a two-dimensional surface in a way that looks realistic and accurate, as we see it in nature.
Mixed media- a work of art made of more than one material.
Primary colors- can’t be made from mixing other colors. The colors are red, blue, and yellow.
Secondary colors- made by mixing equal parts of primary colors. The colors are green, orange, and violet.
Solar system- full of planets, moons, asteroids, comets, minor planets, and many other exciting objects.
Wax Resist- Using a waxy medium to create a design; a wash of color is layered over the design to create a desired effect.
Overlapping- to cover and extend beyond (something else) imbricate.
Perspective- a technique used to represent a three-dimensional world on a two-dimensional surface in a way that looks realistic and accurate, as we see it in nature.
Mixed media- a work of art made of more than one material.
Primary colors- can’t be made from mixing other colors. The colors are red, blue, and yellow.
Secondary colors- made by mixing equal parts of primary colors. The colors are green, orange, and violet.
Solar system- full of planets, moons, asteroids, comets, minor planets, and many other exciting objects.
Wax Resist- Using a waxy medium to create a design; a wash of color is layered over the design to create a desired effect.
Standards:
SC SCIENCE STANDARDS
Standard
4-3.1:
Recall that Earth is the third planet (natural satellite that orbits the sun) in the solar system. Some planets are small and rocky like Earth (Mercury, Venus, and Mars) and others are farther away from the sun, large and made of gas (Jupiter, Saturn, Uranus, and Neptune).
4-3.2:
Compare the properties (including type of surface and atmosphere) and the location of the Earth to the sun (which is a star), and the moon (which is a natural satellite to Earth).
4-3.3
Explain how the sun affects Earth (including our primary source of heat & light energy, makes fossil fuels, gives plants energy to make food, and causes weather).
4-3.4
Explain how the tilt of Earth’s axis and the revolution around the sun results in the seasons of the year (1 revolution around the sun = 365 ¼ days, the number of daylight hours change, different amounts of heat & light energy reach different parts of Earth, 2 hemispheres have opposite seasons, our summer occurs when the Northern hemisphere is pointing toward the sun, our winter occurs when the Northern hemisphere is pointed away from the sun).
4-3.5
Explain how Earth’s rotation results in day and night (we face toward the sun in day, away at night, 1 rotation = 24 hours, the sun appears to rise in the East and set in the West).
SC VISUAL ART STANDARDS:
Standard 1
The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicator
VA4-1.1
Identify the materials, techniques, and processes used in a variety of artworks.
Standard 2
The student will use composition and the elements and principles of design to communicate ideas.
Indicator
VA4-3.1
Identify and describe the content in a work of visual art.
Standard 3
The student will understand the visual arts in relation to history and world cultures and technologies, tools, and materials used by artists.
Indicator
VA4-3.1
Identify and describe the content in a work of visual art.
Standard 4
The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists.
Indicator VA4-4.2
Discuss the qualities of specific works by artists who have had a diverse access to various technologies, tools, and materials.
Standard 6
The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicator
VA4-6.1
Identify similarities and connections between the visual arts and other subjects in the school curriculum.
Standard
4-3.1:
Recall that Earth is the third planet (natural satellite that orbits the sun) in the solar system. Some planets are small and rocky like Earth (Mercury, Venus, and Mars) and others are farther away from the sun, large and made of gas (Jupiter, Saturn, Uranus, and Neptune).
4-3.2:
Compare the properties (including type of surface and atmosphere) and the location of the Earth to the sun (which is a star), and the moon (which is a natural satellite to Earth).
4-3.3
Explain how the sun affects Earth (including our primary source of heat & light energy, makes fossil fuels, gives plants energy to make food, and causes weather).
4-3.4
Explain how the tilt of Earth’s axis and the revolution around the sun results in the seasons of the year (1 revolution around the sun = 365 ¼ days, the number of daylight hours change, different amounts of heat & light energy reach different parts of Earth, 2 hemispheres have opposite seasons, our summer occurs when the Northern hemisphere is pointing toward the sun, our winter occurs when the Northern hemisphere is pointed away from the sun).
4-3.5
Explain how Earth’s rotation results in day and night (we face toward the sun in day, away at night, 1 rotation = 24 hours, the sun appears to rise in the East and set in the West).
SC VISUAL ART STANDARDS:
Standard 1
The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicator
VA4-1.1
Identify the materials, techniques, and processes used in a variety of artworks.
Standard 2
The student will use composition and the elements and principles of design to communicate ideas.
Indicator
VA4-3.1
Identify and describe the content in a work of visual art.
Standard 3
The student will understand the visual arts in relation to history and world cultures and technologies, tools, and materials used by artists.
Indicator
VA4-3.1
Identify and describe the content in a work of visual art.
Standard 4
The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists.
Indicator VA4-4.2
Discuss the qualities of specific works by artists who have had a diverse access to various technologies, tools, and materials.
Standard 6
The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicator
VA4-6.1
Identify similarities and connections between the visual arts and other subjects in the school curriculum.
Objectives:
Students will:
• Be able to identify different planets in the solar system and things that part of outer space.
• Understand the colors that planets and how to make them look more like the colors with watercolor paints.
• Create themselves from a different perspective than they’ve seen before (falling back into space.)
• End up with a final product of them falling back into space using primary and secondary colors.
• Make sure that directed mixed media was used during this project.
• Be able to identify different planets in the solar system and things that part of outer space.
• Understand the colors that planets and how to make them look more like the colors with watercolor paints.
• Create themselves from a different perspective than they’ve seen before (falling back into space.)
• End up with a final product of them falling back into space using primary and secondary colors.
• Make sure that directed mixed media was used during this project.
Procedure:
• Research the planets and things from outer space to include in the background.
• Discuss artists who uses outer space in his artwork.
• Each student will receive a large piece of paper
• Trace hands and feet an equal distance away from each other in order to create their body and face in between them. (a friend may help)
• Include lines from fingers and marks on bottom of shoes into picture as close as possible or as similar as possible.
• Now have students draw the planets and things they see from the pictures from outer space in the back of their drawings.
• Outline with sharpies.
• Remove sharpies from tables after students have finished using them.
• Color face, hands, eyes, bottom of shoes and hair with crayon.
• Create a wax resist with a white crayon by tracing the planets and things from outer space in the background with a white crayon so when you use watercolors it won’t bleed through.
• Remove crayon from students tables when finished coloring.
• Paint with watercolors the shirt and pants along with the outer space they have created in the background.
• Have students place finished project on drying rack.
• Have students clean brushes and put away water color paint containers and wash their hands of any mess.
• Discuss artists who uses outer space in his artwork.
• Each student will receive a large piece of paper
• Trace hands and feet an equal distance away from each other in order to create their body and face in between them. (a friend may help)
• Include lines from fingers and marks on bottom of shoes into picture as close as possible or as similar as possible.
• Now have students draw the planets and things they see from the pictures from outer space in the back of their drawings.
• Outline with sharpies.
• Remove sharpies from tables after students have finished using them.
• Color face, hands, eyes, bottom of shoes and hair with crayon.
• Create a wax resist with a white crayon by tracing the planets and things from outer space in the background with a white crayon so when you use watercolors it won’t bleed through.
• Remove crayon from students tables when finished coloring.
• Paint with watercolors the shirt and pants along with the outer space they have created in the background.
• Have students place finished project on drying rack.
• Have students clean brushes and put away water color paint containers and wash their hands of any mess.
Artists or Art History Focus:
Ron Miller: an illustrator/author that specializes in science, astronomy, science fiction, and fantasy. Before this Miller was art director for the National Air & Space Museum Albert Einstein Planetarium. Miller combined fine art with science! He uses the programs that graphic designers use such as; illustrator and photoshop.
A River of Methane on Titan
Early Earth
Evaluation:
• Your picture of you falling back into space includes the planets you decided to choose to put into the background.
• Your planet includes the right colors in them. And neatness with the white crayon barriers.
• You are able to identify the planets you chose in your picture.
• You are able to identify where the planets are in the solar system.
• Your planet includes the right colors in them. And neatness with the white crayon barriers.
• You are able to identify the planets you chose in your picture.
• You are able to identify where the planets are in the solar system.
Materials and Preparation (Class of 20):
• 18" by 24" 80 lb drawing paper (tracing of hands and feet)
• black sharpies to trace lines of drawing
• crayons (for coloring face, hands, hair, and bottom of shoes.)
• White crayon (for creating barriers when you use the watercolors in the outer space scene.)
• Water color, paintbrushes and cup of water ( for painting shirt, pants, planets, and other outer space things.)
• black sharpies to trace lines of drawing
• crayons (for coloring face, hands, hair, and bottom of shoes.)
• White crayon (for creating barriers when you use the watercolors in the outer space scene.)
• Water color, paintbrushes and cup of water ( for painting shirt, pants, planets, and other outer space things.)
Resources for Motivation:
• South Carolina Science Academic Standards, Approved 2004, found at:
http://stonopark.ccsdschools.com/cms/One.aspx?portalId=2878889&pageId=11003781
• South Carolina Visual Art Academic Standards, Approved 2010, found at:
http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf
• Falling back in space portraits! 3rd Grade:
http://oodlesofart.blogspot.com/2009/04/falling-back-in-space-portraits-3rd.html
• The solar system for students to look at:
http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm
• Another picture for students to look at about the solar system:
http://www.mapysveta.sk/images/3D_SOLAR_SYSTEM_MAP_Color.jpg
•Arist Connection:
http://spaceart1.ning.com/profile/RonMiller
http://stonopark.ccsdschools.com/cms/One.aspx?portalId=2878889&pageId=11003781
• South Carolina Visual Art Academic Standards, Approved 2010, found at:
http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf
• Falling back in space portraits! 3rd Grade:
http://oodlesofart.blogspot.com/2009/04/falling-back-in-space-portraits-3rd.html
• The solar system for students to look at:
http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm
• Another picture for students to look at about the solar system:
http://www.mapysveta.sk/images/3D_SOLAR_SYSTEM_MAP_Color.jpg
•Arist Connection:
http://spaceart1.ning.com/profile/RonMiller