Lesson Plan Format: I. Lesson Number, Grade Levels, Title, and Duration

LESSON PLAN FORMAT
University of North Texas
Art Education
I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 2, Art I, Abstract Watercolor, Three 1-hour class periods
II. Lesson Rationale:
Students will continue learning to explore their identity and will practice creating visuals that
correspond or react to their identity. When students think about how to create art based on the concept
of identity, they may think of drawing portraits. While this is a good and acceptable way to convey
identity, this lesson will challenge students to think more abstractly, which they may not be used to
doing. By challenging them to think in a different way, students can expand their creative mindset and
express themselves and their identity in ways they may not have thought of before.
III. Key Concepts:
Identity includes how you perceive yourself

Identity includes how others perceive you
Identity is connected to self-esteem and confidence
IV. Essential Question:
How do you perceive yourself?

How do others perceive you?
How does identity affect your self-esteem or confidence?
V. Lesson Objectives:
The student will be able to identify and practice different watercolor techniques (flat wash,
graded wash, graded wash (color into another color), masking with rubber cement, wet on wet,
sgraffito, salt, rubbing alcohol, lifting, dry brush, spattering, stamping, glazing) in their
watercolor sketchbooks.
The student will be able to develop three abstract watercolor compositions based on three
words that they or others have used to describe their identity.
VI. Specific Art Content:
Abstract Expressionism
o Art of Wassily Kandinsky, Mark Rothko, Helen Frankenthaler
Watercolor techniques flat wash, graded wash, graded wash (color into another color),
masking with rubber cement, wet on wet, sgraffito, salt, rubbing alcohol, lifting, dry brush,
spattering, stamping, glazing
Elements of art line, shape/form, color, texture
Principles of design rhythm/movement, balance, unity/variety, emphasis
VII. Resources & Materials for Teacher:
Computer
Projector
Powerpoint on Wassily Kandinsky
Powerpoint on Mark Rothko and Helen Frankenthaler
9 print-out images of Kandinsky, Rothko, and Frankenthaler artworks
Watercolor techniques video - https://www.youtube.com/watch?v=K-KYHJriivw
Watercolor paint
Watercolor brushes
Watercolor paper
Masking tape or painters tape
Salt
Rubbing alcohol
Paper towels
Rubber cement
Pins
Paper towel tubes
VIII. Resources & Materials for Students:
Pencil
Sketchbook
Watercolor Sketchbook
Watercolor paint
Watercolor brushes
Masking tape or painters tape
Salt
Rubbing alcohol
Paper towels
Rubber cement
Pins
Paper towel tubes
IX. Instruction and Its Sequencing:

Day 1
Behavioral Objective: Students will be able to identify and practice different watercolor
techniques (flat wash, graded wash, graded wash (color into another color), masking with rubber
cement, wet on wet, sgraffito, salt, rubbing alcohol, lifting, dry brush, spattering, stamping,
glazing) in their watercolor sketchbooks.
1. Introduction/Motivation:
Show students Wassily Kandinsky Powerpoint

o Introduce Abstract Expressionism movement
o Talk about Kandinsky created abstract art based on feelings he got from listening to
music to convey the depth of human emotions and ideas
Briefly explain assignment for the next few class periods create three abstract watercolor
paintings in your watercolor sketchbook based on three words of your choice from the
previous lesson that describe your identity or that others use to describe you.
2. Guided Practice
Introduce and give demonstration of watercolor techniques to students

o Techniques: flat wash, graded wash, graded wash (color into another color),
masking with rubber cement, wet on wet, sgraffito, salt, rubbing alcohol, lifting, dry
brush, spattering, stamping, glazing
o Use masking tape/painters tape to create boxed sections for each technique
3. Independent Practice
Have students create and label boxed sections for each watercolor technique in their
watercolor sketchbooks
Students will individually practice each technique taught during class for the remainder of
class
4. Closure
Remind students of assignment and to be thinking about which three words they want to
create abstract watercolor paintings on in their sketchbooks for the next couple class
periods.
5. Formative Evaluation
Check to see if students are working on and complete the watercolor techniques practice
activity in their sketchbooks.
6. Classroom Management Procedures
Make sure Powerpoint is pulled up and working at the beginning of class

Make sure students have sketchbooks out and are actively working throughout class
Walk around classroom to make sure students are on task and to answer any questions they
may have
Day 2
Behavioral Objective: Students will be able to develop three abstract watercolor compositions
based on three words that they or others have used to describe their identity.
Tape up print-outs of 9 Abstract Expressionist artworks on wall (mix of Kandinsky, Rothko,

Frankenthaler works).
Have students choose an artwork they feel best describes or relates to their personal identity
and write a few sentences about why it describes them in their sketchbooks, taking into
consideration the effects of elements of art and principles of design.
o Elements of art to focus on: line, shape/form, color, texture
o Principles of design to focus on: rhythm/movement, balance, unity/variety, emphasis
Have several students share their thoughts with the class.
2. Guided Practice
Show Powerpoint on Abstract Expressionist artists Mark Rothko and Helen Frankenthaler.
Remind students of assignment create three abstract watercolor paintings in your
watercolor sketchbook based on three words of your choice from the previous lesson that
describe your identity or that others use to describe you.
o Encourage students to not be afraid to be loose and experiment in their paintings
Ask students if they need another short demo of any watercolor techniques before letting
them work on their assignment.
Students will work on their three abstract watercolor paintings in their watercolor
sketchbooks, taking into consideration the use of elements of art and principles of design to
convey their chosen aspects of identity.
4. Closure
Let students know that they have one more full class period to work on this assignment.
Participation in class discussions

Check to see if students have writing activity in sketchbooks
Check to see if students are working on three abstract paintings in watercolor sketchbooks
Make sure Powerpoint is pulled up and working at the beginning of class

may have
Day 3
Behavioral Objective: Students will be able to develop three abstract watercolor compositions
based on three words that they or others have used to describe their identity.
Remind students that today is the last day to work on watercolor sketchbook assignment
Have students get to work right away
2. Guided Practice
Ask students if they need another short demo of any watercolor techniques before letting
them work on their assignment.
Students will continue working on their three abstract watercolor paintings in their
watercolor sketchbooks, taking into consideration the use of elements of art and principles
of design to convey their chosen aspects of identity.
4. Closure
During the last 10 minutes of class, teacher will check each students watercolor sketchbook
for completion of their three paintings.
While teacher is checking students sketchbooks, students will write on a slip of paper:
1) the three words they based their three abstract paintings off of
2) One thing they learned from this lesson (about an artist, technique, etc.)
3) One thing that was challenging from this lesson (understanding an artists
artwork, thinking abstractly, practicing a certain watercolor technique, etc.)
Students will turn in slips of paper before they leave class
o Check students watercolor sketchbooks for completion of their three paintings
o Collect slips of paper with answers to prompts
may have
X. References & Resources:

Watercolor techniques video https://www.youtube.com/watch?v=K-KYHJriivw
http://www.wassilykandinsky.net/painting1896-1944.php
http://www.theartstory.org/artist-kandinsky-wassily.htm
http://www.markrothko.org/
http://www.mark-rothko.org/biography.jsp
http://www.frankenthalerfoundation.org/artworks/paintings
http://www.theartstory.org/artist-frankenthaler-helen.htm
http://www.theartstory.org/movement-abstract-expressionism.htm
http://www.moma.org/learn/moma_learning/themes/abstract-expressionism
http://www.theartstory.org/movement-color-field-painting.htm
XII. Art TEKS
117.302. Art, Level I. (c) Knowledge and skills. (1) Foundations: observation and perception.
(D) make judgments about the expressive properties such as content, meaning, message, and metaphor
of artwork using art vocabulary accurately.
117.302. Art, Level I. (c) Knowledge and skills. (2) Creative expression. (D) create original artwork
to communicate thoughts, feelings, ideas, or impressions
XIII. National Art Standards
VA:Cr2.1.Ia Engage in making a work of art or design without having a preconceived plan.

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LESSON PLAN FORMAT

University of North Texas

I. Lesson Number, Grade Levels, Title, and Duration:

Identity includes how you perceive yourself

IV. Essential Question:

How do you perceive yourself?

VI. Specific Art Content:

VII. Resources & Materials for Teacher:

VIII. Resources & Materials for Students:

IX. Instruction and Its Sequencing:

Show students Wassily Kandinsky Powerpoint

Introduce and give demonstration of watercolor techniques to students

6. Classroom Management Procedures

Make sure Powerpoint is pulled up and working at the beginning of class

Tape up print-outs of 9 Abstract Expressionist artworks on wall (mix of Kandinsky, Rothko,

Participation in class discussions

6. Classroom Management Procedures

Make sure Powerpoint is pulled up and working at the beginning of class

X. References & Resources:

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