Thank you AT&T
We used the wiring for our artful galimotos
Teacher Tip: I use heavy weight paper and plan on 3 teaching sessions to create the landscapes. First we focus on landcape composition. This is the time to pass out those calandar images of bucolic scenes. Let them draw right on the picture defining the foreground, middle ground and background. Following the landscape picture exploration, have students choose their favorite and sketch it out on their good paper. I only let my kids draw the lines that divide page into foreground middle ground and back ground. Following this studetns stretch their paper by taping parallell sides down on cardboard or drawing boards, then the other sides. For session two, we play with the colors. I give them paint in egg cartons and let them mix their tints and shades. Then they put their base coats on.The secret to amazing landscapes is to have good base coats Third time is when they add details, create atmospheric perspective and add in shadows and reflections. I always encourage them to keep their brush mosit, unles they want a dry brush effect.
Grades/Level: Upper Elementary
Subjects: Visual Arts, English–Language Arts
Time Required: 3–Part Lesson
4 class periods
Author: Carla Buchanan, Third Grade Teacher, Edison Elementary, Burbank Unified School District
Adapted by Cheryl Schellenberg
Students will use nouns, verbs, and adjectives to describe details visible in paintings depicting the different regions in California.
Students will be able to:
• use nouns, verbs, adjectives, and sensory words to describe details in the paintings of the differnt regions.
• write an informative text about two of the regions. It is really important that students refer to the painting and base their writing on what they see, and site their source, painting A or B, or by title.
• identify how color, line, and movement are used to depict a place in paintings.
• apply their knowledge of descriptive language and artistic elements to create a landscape depicting the weather and mood.