Strawblowing Watercolor Design

Grade level:  1-5
Key Concept-Goal: The student will use the technique of straw blowing to create the design and fill in the areas blown with brush.  The idea is to have a spontaneous look to the design.
Vocabulary: water color, brush, blend, design, balance, wash.
Essential Skills-Objectives-Art  Aims:  The student will be able to create a water color picture using brush and a straw.
 *express the differences among materials, techniques, and processes.
 *know lettering techniques.
 *apply different media techniques and processes to communicate ideas, 
 experiences, and  stories.
 *utilize art materials and tools in a safe and responsible manner.
    *identify, recognize, and apply the principles of design in studentsí works, e.g. 
 unity, repetition, variety, movement, emphasis, balance, and proportion.
 *create works in a variety of three-dimensional media.
 *recognize career opportunities related to art. 
Engagement Activities- Procedure: The student will use very wet watercolor and drop a small droplet of color on the paper.  They will then use the straw to blow the design.  They will fill the paper with a pleasing arrangement of lines.  They will work on a second picture while the first one dries.  Then they will go back to the first one and fill in the areas with light washes of color. 
Materials:  white paper, newspaper, watercolor sets, brushes, straw.
Organization for distribution: grocery line.
Work period-guidance:  Make sure they donít blow so hard that they get a headache.  Blowing lightly will work just fine.
Cleanup: Put name on bottom with pen or pencil, put wet paper on rack.  Newspaper goes back into box, brush in the sink, watercolor sets stacked by the sink.
Assessment-Evaluation: Neatness will make a difference.  Balance of colors, interesting design.
Other Teaching Aids and Resources: examples on the board.
Magazines:  School Arts; Arts and Activities, Textbook:  Discover Art., Examples and Visuals.
Higher Order Thinking Skill Questions:?  How does using the straw create a more free flowing design?  Is it difficult to deal with the lesser amount of control using this technique?  Why or why not?
 Basic: Did the students identify and recognize a variety of art media and techniques?
 Did the students identify connections between the visual arts and other disciplines in the curriculum?
Did the students define the role of an aesthetician and identify the steps involved in judging works of art?
Did the students identify art works of various time periods and cultures and match artists with specific time periods and cultures by using symbols and themes?
Transitional:  Did the students demonstrate and apply an understanding of the proper use of a variety of art media to create works of art?
Did the students understand similarities between the characteristics of the arts and other disciplines?
Did the students apply steps involved in art criticism in comparing his/her work with the works of others and other cultures?
Did the students compare and contrast works of art from different time periods and give examples of how early works influenced works of modern art?
 Advanced:  Did the students compare and make judgments about the different art productions and media used to create them?
Did the students justify and value the art as it relates to other disciplines in the curriculum and learn how art supports and combines with other disciplines in the curriculum?
   Did the students draw conclusions, evaluate, and make judgments about specific works of art?
 Did the students make critical judgments about works of art?
 *Smaller print indicates guidelines from the revised Visual Arts Curriculum Framework Grades K-5.