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Imaginary World Lesson Plan

Lesson Plan Title: Watercolor and Surrealism Imagination

Target Grade Level: 3rd
Duration: 2-3 Hours
Your name: Angelica Calestini

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GOALS and STANDARDS from 2019 NEW CALIFORNIA ARTS STANDARDS for
VISUAL ARTS:

CREATING:
Anchor Standard #1: Generate and conceptualize artistic ideas and works.
Enduring Understanding #: 1.1: Creativity and innovative thinking are essential life skills
that can be developed.
Essential Questions(s): What conditions, attitudes, and behaviors support creativity and
innovative thinking? What factors prevent or encourage people to take creative risks?
How does collaboration expand the creative process?
Process Component: Imagine, Plan, Make
Standard (3. VA:Cr1.1): Elaborate on an imaginative idea.

PRESENTING
Anchor Standard #5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Artists, curators and others consider a variety of factors and
methods including evolving technologies when preparing and refining artwork for display
and or when deciding if and how to preserve and protect it.
Essential Questions(s): What methods, processes and criteria are considered when
preparing artwork for presentation, preservation, portfolio, or collection? How does
assessing choices for presentation affect its meaning to the viewer?
Process Component: Prepare
Standard (3. VA:Pr5): Identify exhibit space and prepare works of art, including artists’
statements, for presentation.

RESPONDING
Anchor Standard #7: Perceive and analyze artistic work.
Enduring Understanding #7.2: Visual imagery influences understanding of and responses
to the world.
Essential Questions(s): What is image? Where and how do we encounter images in our
world? How do images influence our view of the world?
Process Component: Perceive, analyze
Standard (3.VA:Re7.2): Determine messages communicated by an image.

CONNECTING
Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make
art.
Enduring Understanding: Through artmaking, people make meaning by investigating and
developing awareness of perceptions, knowledge, and experiences.
Essential Questions(s): How does engaging in creating art enrich people's lives? How
does making art attune people to their surroundings? How do people contribute to
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awareness and understanding of their lives and the lives of their communities through
artmaking?
Process Component: Synthesize
Standard (3.VA:Cn10): Develop a work of art based on observations of surroundings

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Specific Objectives (for this particular project):

1. (Artistic perception - Elements of Art and Principles of Design):

Students will learn about vanishing points to give art depth. Students will learn about
atmospheric perception and how to apply this. Students will learn how to interpret and
identify these aspects on works of art.

2. (Creative Expression - Materials and Processes):

Students will learn the use of space and dimension with the use of oil pastels/crayons and
watercolor. Students will learn the difference of paper and use water with color.

3. (Historical and Cultural Context of the Visual Arts):

Students will learn about surrealism and the origin of it. Students will also learn and explore
famous works by surrealist artists.

4. (Aesthetic Valuing - Significance of the project):

Students will learn how to use vanishing points to give a project depth. Students will learn
how to use watercolor paint and different techniques to apply it.

5. (Connections, Relationships, and Application - Integration with other subjects):

Students will learn how to use their imagination to create art and apply it to the lesson.

Students Materials:

1. Watercolor paper
2. Crayons or Oil Pastels
3. Watercolor paint
4. Water
5. Paintbrushes
6. Paper towels

Teacher Materials:

1.Computer for PPT.

2. Student examples from previous classes.
4. Extra art supplies for students.

Vocabulary:

1.Watercolor (wet on wet)

2.Space & Definition
3.Vanishing point
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4.Linear perspective
5.Atmospheric perspective
6.Surrealism

Sequential Procedures:
This process will take 2-3 hours. If more time is needed, an extra hour should be
scheduled the next day.

Day 1: Lecture on space and definition. Give examples and practice for vanishing points.
Watch videos on watercolor techniques.
Day 2: Review lecture. Brainstorm ideas and thoughts ways to incorporate these concepts
into an imaginary world. Give the idea of imagination.
Day 3: Begin art project.
Day 4: Finalize art project, check in with students to see if more time is needed to
complete.
Day 5: Present art projects to class and explain their emotion they are expressing and
why.

Visual Procedures:

Step 1 Step 2 Step 3 Step 4

Assessments:

A: B: C: D:
Category Exceeds Meets Nearly Meets Does Not
Standard Standard Standard Meet Standard
Done in collage style X
Warm and cool colors X
Speaks of an emotion X
Overall effort X
Overall quality X
Paragraph – at least 8 N/A for my
sentences, grammatically personal art
correct with no spelling project.
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errors, good explanation of
their voice.

Review (your comments, suggestions and/or tips) for this project:

Watercolor is not my favorite as I am not very good at it. I am not very good at art in general, but
watercolor is extra hard for me because I have never produced a piece of art that I am proud of
with it. That being said I am not feeling great about this piece of art either, but I did enjoy the act
of putting it together. It has been quite some time since I have picked up a paint brush and I was
surprised at how relaxing it was. When I was done, I was harsh on my finished project, but I was
expecting to feel that way. It did come out better then expected. Having the focus of linear
perspective helped me to be fueled with watercolor. Without that direction I would have had no
idea what to create! I see the use of combing artistic techniques, learning about surrealism,
famous artists, and watercolor to teach art for elementary school students.