Lesson 1:  Outer Space Watercolor Resist (Part 1)
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  pencil, sketchbook, blinder card, found object for the drawing ritual
Vocabulary:   depth
Activities

1. "An artist in training ideally should first learn to see and draw edges using line, then progress to drawing spaces and shapes in proportion..."
   ~Betty Edwards
2. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object.  Look at Unit 1, lesson #8 to create a value scale if you haven't done so. If you squint at your object the lightest and darkest values seem to "pop" out.  Outline you white value lightly and do not add values to this area. Color the darkest or #5 value. Finish adding your other values. Put the date in your sketchbook.
3. This lesson was suggested to Mrs. Brown by a students and it has become a popular drawing assignment among students. Use Mrs. Brown's Outer Space Lesson . Create a picture of outer space being as accurate as possible in your representation of the sun and planets. You may use this Solar System website or any other reference materials. Do a drawing in your sketchbook.
4. Draw at least one object that is near to you. What object is closest to you? Make it larger that the rest, and it may be so large that it only part of it shows in the picture-the rest can be cut off by the edge of your paper. This will look extremely close to you.
5. Are there smaller objects in your outer space drawing?  Make some other forms in space small. Large and small objects will give an illusion of near and far- or DEPTH.  
6. Finish your drawing. 
7. Read or listen to the audio book, Going to Mars.

Differentiation
Support: Look at this Interactive Toolkit to review DEPTH. 
Review Primary and Secondary Colors. Read the audio book, Let’s Visit Space or Watching the Stars.
Extension: Read the audio book, Space Adventure or Mission to Mars.

Lesson 2: Outer Space Watercolor Resist (Part 2)
Duration:  1 class period
     
Standards-Based Assessments
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  pencil, sketchbook, blinder card, found object for the drawing ritual 
Vocabulary: analogous colors, warm, cool colors
Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object. Look at Unit 1, lesson #8 to create a value scale if you haven't done so. If you squint at your object the lightest and darkest values seem to "pop" out.  Outline you white value lightly and do not add values to this area. Color the darkest or #5 value. Finish adding your other values. Put the date in your sketchbook.
2. Place newspaper under your art. You need oil pastels, watercolors, a water container and brushes, paper towels. Take out your color triangle to refer to.
3. When your drawing is complete, color the planets with oil pastels. OVERLAP your colors to form mixtures of colors. Press hard with your oil pastels.
   TIP: Use color families or colors placed next to each other on the color wheel when you overlap your colors. These colors work well together! These kinds of colors are also called ANALOGOUS colors, but you don't have to memorize this yet!
   Analogous colors are any two or more colors that are next to each other on the color wheel and are closely related. For example, blue, blue-green, and green all have the color blue in common. Families of analogous colors include the warm colors (red, orange and yellow) and the cool colors (green, blue and violet).
4. Finally, paint the entire page with a dark a watercolor wash such as blue-black, or blue-violet with black.. Your oil pastels should "POP!"  Well done!
5. Put your painting in a safe place to dry. Rinse your brushes and put all your materials away where they belong.
6. When your painting is dry your teacher will mount it on colored construction paper and display this for everyone to see!

Differentiation
Support:  Look at this Interactive Toolkit to review your colors.
Extension:  Colors placed next to each other on the color wheel work well together in artwork. Instead of using only red, you can try overlapping red, red-violet and some violet OR red, red-orange with some orange. Your art will be much more dynamic! These kinds of colors are called ANALOGOUS COLORS. View the ANALOGOUS colors site.

Lessons 3-4: Night Sky Painting with Silhouette (Part 1)
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  pencil, sketchbook, blinder card, found object for the drawing ritual, 12"x18" black construction paper for the silhouette, 12"x18" blue, violet, red or black heavy paper (tag board or poster board), pencils and a color wheel, night sky images
Vocabulary:  skyline, foreground, background, horizon line, warm and cool colors, contrast
Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object. Look at Unit 1, lesson #8 to create a value scale if you haven't done so. If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. You will research stars and artists representations of the night sky in order to create your own painting of a nocturnal scene. Use Google to search for images of Night Sky Photos where you will find pictures of nighttime landscapes. You will need to create your own SKYLINE (where the land meets the sky) in your sketchbook and you will turn the skyline into a silhouette. Look at this lesson to see how this Silhouette was created.
3. When you have drawn a skyline in your sketchbook recreate this image on your black paper. Hold your black paper horizontally or vertically. Use your sketches to draw your silhouette image on your large black paper and cut it out neatly. This is your FOREGROUND area. Write your name on the back and save this for later.
4. The next step is to create a BACKGROUND image of a night sky which will be painted with tempera paints. The Nasa Image Gallery has a section on stars with lots of great pictures as well as the Hubble Site. Here is another great site to look at: Aurora Images. The more references you can find, the better. These night sky paintings can be as creative as you'd like! In your sketchbook create some small "thumbnail" sketches  that you would like include in your night sky art. Refer back to your research and use the images that you liked most to create your own unique night sky and you can add color with colored pencils. You can draw some objects in the night sky that are closer than others- Make some objects larger (they can come off the page) and some very small-these will appear much farther away.
5. Once you have completed your ideas in your sketchbook you can move onto construction paper. Choose between blue, violet, red, or black (but be careful with black- you must create some CONTRAST between your black silhouette and your black background paper).
6. Place your silhouette onto your colored paper and trace the skyline. This will be your reference line as you paint since you will not glue your silhouette until you have completed your painting.
7. You may draw some images onto your black paper.
8. Put your name on the back of your background paper and put this away until next art class. Great images!

Differentiation
Support:  You may need to guide the child to draw and cut out the silhouette from the black paper.
Look at this Interactive Toolkit to review warm and cool colors.
Extension:  

Lesson 5:   Night Sky Painting with Silhouette (Part 2)
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:   pencil, sketchbook, blinder card, found object for the drawing ritual, tempera paint, brushes, water dishes, mixing trays, heavy colored paper and silhoutte from last class, pencils and a color wheel
Vocabulary:  foreground, background, warm and cool colors, analogous colors, color wheel, night sky images
Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object.  If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. Do you remember your warm and cool colors?  You may review using this Warm and Cool COLORS website.  What areas would be COOL?  What areas or things would be WARM?
3. Astronauts in the past have referred to outer space as "dead" and "cold".  What colors remind you of this?  A sun would need warm colors like yellow, red and orange, but you may be as creative as you like. Some forms in space may have some light shine on it on one edge or side if you have a light source on your page. (All forms must have light shining on the same side.)
   TIP: Use color families or colors placed next to each other on the color wheel when you overlap your colors. These colors work well together! These kinds of colors are also called ANALOGOUS colors, but you don't have to memorize this yet!
   Analogous colors are any two or more colors that are next to each other on the color wheel and are closely related. For example, blue, blue-green, and green all have the color blue in common. Families of analogous colors include the warm colors (red, orange and yellow) and the cool colors (green, blue and violet).
4. Prepare the paint supplies and place newspaper under your background paper. Have assorted brushes, a mixing tray, and paper towels with you. A color wheel could come in handy when trying to recreate some of the colors seen from the research. Add tempera paints where you would like. You may even splatter some dots with white or light colors with a small paintbrush.
5. Put your painting away to dry. You will add colored chalks next time.

Differentiation
Support:  Look at the COLORS website to review warm and cool colors.
Extension:  Colors placed next to each other on the color wheel work well together in artwork. Instead of using only red, you can try overlapping red and some violet OR red with some orange. Your art will be much more dynamic! These kinds of colors are called ANALOGOUS colors. View the ANALOGOUS colors site.

Lesson 6:  Night Sky Painting with Silhouette (Part 3)
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  pencil, sketchbook, blinder card, found object for the drawing ritual, paintings from last class, chalk pastels, scrap paper, color wheel 
Vocabulary:  foreground, background, warm and cool colors, analogous colors

Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object.  If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. You should have completed your Your Night Sky Paintings in tempera paints.  For the final touch to neaten the picture and add a little more color we will add chalk pastels. To keep the chalk from smearing use a scrap piece of paper to lean on.  Do not touch the painting with your fingers.  When dust accumulates, pick up picture by the corners and tap the dust onto another scrap paper.
   Keep your area and painting as clean and smudge free as possible. 
3. Add cool colors to the cool areas.  Do not cover all your tempera paints. Pay attention to the direction of your chalk marks. You may criss-cross your chalk strokes, mark in an up and down or side by side manner.  Leave some of  your tempera paint showing. 
4. Add warm colored chalk to warm areas neatly.  Experiment with color mixing. Leave much of your tempera paints showing.
5. For the teacher:  This is a good time to review primary and secondary colors and warm and cool colors.  Ask if anyone is using a primary color and what it is and so on.  Who is using a secondary color?  How do you make orange?  etc. Did anyone use ANALOGOUS colors? (This concept does not have to be memorized yet.)
   Analogous colors are any two or more colors that are next to each other on the color wheel and are closely related. For example, blue, blue-green, and green all have the color blue in common. Families of analogous colors include the warm colors (red, orange and yellow) and the cool colors (green, blue and violet).
6. Finish your night sky by adding your silhouette to the bottom of your painting. Line up your corners and glue. How does it look? Impressive!
7. You may compare your Night Sky Silhouette to one of the paintings of the night sky from famous artists, like Van Gogh's Starry Night and Starry Night over the Rhone,  Edvard Munch's Starry Night,  or Joan Miro's Nocturne  . Piet Mondrian's Sea and Starry Sky http://www.moma.org/modernteachers/large_image.php?id=95 How is your night sky different and similar to one of these works?
    
8. To the Teacher: It is best to show artists works at the end of the project so the students can practice creating completely original and legitimate ideas on their own. Please read Creativity Killers in the Classroom. "While "image flooding" (showing many examples) may be inspirational, it can also be intimidating and very suggestive.  It can be argued that "image flooding" creates slicker work, but less creative thinking skills.  It may win the scholastic awards, but it teaches us to go through life in other people's skins." ~Marvin Bartel, Ed.D

Differentiation
Support:  Look at the COLORS website to review warm and cool colors.
Extension:  

Lesson 7:  Design Your Own Space Shuttle (Part 1)
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  pencil, sketchbook, blinder card, found object for the drawing ritual,  9"x12" cardboard as the base of the relief. oaktag or tagboard rectangles and scraps, ruler, scissors, glue
Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object.  If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. View this Deep Space Sparkle Lesson. to look at a completed rocket design.
3. Let's look at some photos of Space Shuttles and Rockets. You will be designing your own space shuttle in your sketchbook.  You may research the different parts of a space shuttle and what they do. Do some drawings of your favorite shuttle or you may piece together a few shuttles to create your own.
4. Use your sketches as references for designing your own original space shuttle. Have a completed original sketch before making the model. Use large geometric shapes first for the body of the space shuttle and then add smaller geometric shapes on top for details. Make sure you include important parts that are needed for flight.
5. When you are satisfied with your drawing begin your space shuttle. Use 9"x12"cardboard (or larger) as the base of your RELIEF to lay your shapes on.  Put your name on the back of the cardboard.
6. Use large pieces of oaktag first for the body of the shuttle, and use a ruler to draw your largest geometric shapes. Cut and glue these large shapes  first. onto the cardboard.
7. Then, draw and cut more shapes from some oaktag and glue more geometric shapes onto the body for the detail. 

Differentiation
Support:  Have a precut oaktag rectangle to begin the space shuttle. The child can add to the design with the smaller precut scraps or may cut out smaller oaktag shapes to glue onto the main space shuttle shapes.
Extension:  

Lesson 8:  Design Your Own Space Shuttle (Part 2)
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  pencil, sketchbook, blinder card, found object for the drawing ritual, cardboard relief from last class, oaktag scraps, scissors, glue, popsicle sticks, buttons, other 3D materials

Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object.  If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. Continue your space shuttle projects from last class. Continue cutting and gluing your geometric shapes onto your space shuttle body. You may use popsicle sticks, buttons, and other materials on the body as well.  
3. When you are satisfied, paint your completed shuttle with metallic or white tempera paint or use metallic spray paint. Let your completed shuttle dry overnight.
4. Your teacher will display your completed Space Shuttles when they have dried. Great job, everyone!

Differentiation
Support: 
Extension:  

Lessons 9-10:  Van Gogh's Starry Night (Part 1)
Duration:  2 class periods
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  pencil, sketchbook, found object and blinder card for the drawing ritual, 12"x18" painting paper, tempera paints, mixing tray, brushes, water container, newspaper, paper towels
Vocabulary: foreground, middleground, background, warm colors, cool colors, tint

Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object.  If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. For the Teacher: When teaching painting techniques such as color placement, students can learn by copying  famous artwork. This does not teach creativity, however. The purpose of this lesson is to expand student color knowledge and explore stroke placement to create visual movement. Please read Creativity Killers in the Classroom. "While "image flooding" (showing many examples) may be inspirational, it can also be intimidating and very suggestive.  It can be argued that "image flooding" creates slicker work, but less creative thinking skills.  It may win the scholastic awards, but it teaches us to go through life in other people's skins." ~Marvin Bartel, Ed.D
3. View one of the most recognized paintings in the world:  Starry Night by Vincent vanGogh. Click the image to enlarge it. Look at the strokes and direction of the swirls in the sky. What do you see? What colors did van Gogh use in the sky? What about the stars?
4. Van Gogh painted this from an Asylum window in 1889 in the South of France.
5. You will create your own version of this painting using thick, pulsating strokes of paint. You need to create some sketches in your sketchbook. Divide your page into three sections: Foreground, middleground and background. Use three lines that go from the left edge of your page to your right. Make sure the lines look interesting to you. Is the background line a mountain range? Is it the ocean? Draw your lines to your liking.
6. Optional: You may draw  something large in your foreground area-the area closest to you. Is it a tree?   It can be anything you'd like.  It is best if this is placed to the side rather than the middle.
7. When you have finished your sketch draw this image much larger on your painting paper.
8. Begin at the top of your picture and use red, orange or yellow and swirl this around for stars or whatever you have drawn in the sky. You may use white as well- you can use pure white swirls as well as mix white with a warm color to make a TINT to add to your painting if you'd like. If you add white to red what tint did you make? (I hope you said, "Pink.")  Make sure you don't over mix these colors and make one color! Let all the beautiful swirling colors show!
9. For the rest of the sky use your cool colors and paint in the direction of the swirling wind. Use short strokes of blue and/or violet. You may also add black. You may warm up your cool sky and add red and red-violet swirls if you'd like as well.
10. Use one basic color for your foreground, another for the middle and a third for the background. Fill in these areas with your tempera paints.
11. Use black paint and go over your foreground, middle and background lines.
12. Put this painting in an area to dry. You will finish this next art class. So far, so good!

Differentiation
Support:  Try this fun Interactive Color Toolkit to review your colors.
Extension:  Try this fun Interactive Color Toolkit to review your colors. View the ANALOGOUS colors site. Add ANALOGOUS colors to your Starry Night Paintings.