Name: ​Paulina Wilkerson

Suggested Grade Level: ​5th Grade

Title of unit: ​Landscapes
Big Idea: ​Exploration of Traditional Art Genres/Techniques
Rationale/Description of Learning:
This lesson is artistically and educationally valuable because it expands students' knowledge of
traditional art genres and techniques. By looking at landscapes from around the world students
are able to understand how “visual art and design are influenced by the culture of daily life”
(Standard 1, GLE 2). They also will be able to understand how to draw from a certain
perspective and how to make objects appear closer than others. From this they are able to plan
their own landscapes and use their knowledge to create meaning within their work (Standard 2
GLE 2 and Standard 3 GLE 1). Students then use Standard 3 GLE 2, to be able to apply their
understanding of landscapes, how to create them, and how to enhance them. This unit will help
students understand various types of art and how to accurately recreate them.
Standards:
CDE Visual Arts Standards 2020
5th Grade
Standard 1. Observe and Learn to Comprehend
GLE 2. ​Demonstrate an understanding of how works of visual art and design are influenced by
the culture of daily life.
Standard 2: Envision and Critique to Reflect
GLE ​2. Visualize intended meaning and determine a method of planning that best supports
personal artmaking.
Standard 3: Invent and Discover to Create
GLE 1. Plan works of visual art and design where intended meaning is communicated to
viewers.
GLE 2. Apply an understanding of art processes and studio skills to create works of art and
design.
Enduring Understandings:
Students explore the different parts of a landscape.
Students explore contrast and color theory.
Students use intention when planning their work.
Students apply learned knowledge to create their own dynamic landscape.
Students reflect on and explain their creative process.
Essential Questions:
What is a landscape?
Why are landscapes important in art?
What are the layers of a landscape?
What is perspective?
What is contrast?
What are contrasting colors?
What are warm and cool colors?
What is compositional balance?
Why are artist statements important?
How do you write an artist statement?
Unit Goals:
Students will ​demonstrate an understanding of how works of visual art and design are influenced
by the culture of daily life.
Students will v​isualize intended meaning and determine a method of planning that best supports
personal artmaking.
Students will plan works of visual art and design where intended meaning is communicated to
viewers.
Students will apply an understanding of art processes and studio skills to create works of art and
design.
Topic Map:
Objectives from lesson plans and sketches:
Students will be able to observe and discuss how visual art and design exist in a shared
contemporary world.
Students will be able to identify various methods of planning for visual art and design.
Students will be able to ​make decisions during the creative process that best supports the
intended point of view.
Students will be able to discuss with others to determine if intended meaning was effectively
communicated.
Students will be able to utilize traditional and contemporary media to effectively communicate
intended meaning.
Students will be able to revise works of visual art and design to improve ideas.
Students will be able to j​ustify choices made during the artistic process that resulted in the
finished work of art and design.
Pre and Post Summative Assessment:
At the beginning of the unit, I will have a discussion about various types of art the students have
already gone over. We will then discuss landscapes and how they compare to other various art
subjects. The students will learn about the three parts of a landscape (foreground, middleground,
background). We will also talk about how to enhance a work of art by using contrast, warm/cool
colors, and details/design. At the end, I will be looking to see if they can appropriately explain
and apply this knowledge when creating their own landscapes.
Content Integration:
CDE Reading, Writing, and Communicating
5th Grade
Standard 3. Writing and Composition
GLE ​1. Write opinion pieces on topics or texts, supporting a point of view with reasons and
information, for a variety of purposes and audiences.
GLE 2. Write informative/explanatory texts that provide a clear focus and the use of text features
to group related information on a well-developed topic, using precise language and
domain-specific vocabulary.
Outline of Lessons:

Teacher Will Students Will

Teacher will introduce the project, Students will learn about

Lesson One: talk about what makes up a landscapes and begin by drawing
Intro to Landscapes landscape and show examples. the foreground of their landscape.
They will then allow students time
to work and answer questions as
needed.

Teacher will have a class Students will have a quick

Lesson Two: discussion reviewing last week's refresher of the information from
Drawing a lesson. They will then allow last week. They will then draw the
Landscape students time to work and answer middleground and background of
questions as needed. their landscape.
 Lesson Three: Teacher will go over contrast and Students will learn about contrast
Painting a warm/cool colors. They will then and warm/cool colors. They will
Landscape allow students time to work and then apply this knowledge into the
answer questions as needed. painting of their landscape.

Teacher will discuss with students Students will make final touches to
Lesson Four: about variations of line. They will their landscape and outline with
Finishing Touches then allow students time to work various thicknesses of sharpie.
and answer questions as needed.

Teacher will teach students about Students will learn about

Lesson Five: compositional balance. They will compositional balance. They will
Adding Details then allow students time to work apply this knowledge while adding
and answer questions as needed. spaces of zentangling to their
landscape.

Lesson Six: Teacher will allow students time to Students will continue adding
Adding Details work and answer questions as zentangling to their landscape.
Continued needed.

Teacher will discuss with students Students will learn about how to
Lesson Seven: the importance of artist statements write artist statements and why
Writing an Artist and how to write them. They will they are important. They will then
Statement then allow students time to work write their own statement about
and answer questions as needed. their work.

Visuals:
Resources:
Artists
Robin Mead
Matthias Toedt
Bibliography:
2020 Colorado Academic Standards Online. (n.d.). Retrieved from
https://www.cde.state.co.us/apps/standards/
Landscapes. (n.d.). Retrieved from
https://www.google.com/search?q=landscape&tbm=isch&ved=2ahUKEwiAsceq7tHoAhX
KCc0KHTKyBbQQ2-cCegQIABAA&oq=landscape&gs_lcp=CgNpbWcQAzIECCMQJz
 IECAAQQzIECAAQQzICCAAyBAgAEEMyBAgAEEMyBAgAEEMyBAgAEEMyBAg
AEEMyAggAUPOtAVjzrQFg8LABaABwAHgAgAFCiAFCkgEBMZgBAKABAaoBC2
d3cy13aXotaW1n&sclient=img&ei=OxyKXsCnOsqTtAay5JagCw&bih=815&biw=1440
Matthias Toedt Photography. (n.d.). Retrieved from http://www.toedt.net/home.htm
Minihane, J. (2019, June 5). 24 of the world's most unusual landscapes. Retrieved from
https://www.cnn.com/travel/article/worlds-most-unusual-landscapes/index.html
My Favorite Things by Robin Mead. (n.d.). Retrieved from
http://www.insightsandbellylaughs.com/
Robin Mead Artwork Collection: Watercolor. (n.d.). Retrieved from
https://fineartamerica.com/profiles/robin-mead?tab=artworkgalleries&artworkgalleryid=6
4802
Robin Mead Designs Joyful Colorful Art Gifts and Tutorials. (n.d.). Retrieved from
https://robinmeaddesigns.com/
Appendices:
A. Full Lesson Plan
Grade:​​ ​5th​ ​Grade​ ​
Title​ ​of​ ​Lesson:​​ ​Painting a Landscape
Standards:​ ​
CDE​ ​5th​ ​Grade​ ​Visual​ ​Arts​ ​Standards​ ​
Standard​ ​2:​ ​Envision​ ​and​ ​Critique​ ​to​ ​Reflect​ ​
GLE​ ​2.​ ​Visualize​ ​intended​ ​meaning​ ​and​ ​determine​ ​a​ ​method​ ​of​ ​planning​ ​that​ ​best​
​supports​ ​personal​ ​artmaking.​ ​
Standard​ ​3:​ ​Invent​ ​and​ ​Discover​ ​to​ ​Create​ ​
GLE​ ​2.​ ​Apply​ ​an​ ​understanding​ ​of​ ​art​ ​processes​ ​and​ ​studio​ ​skills​ ​to​ ​create​ ​works​
​of​ art​ ​and​ ​design.​ ​ ​
Big​ ​Idea:​​ ​Exploration​ ​of​ ​Traditional​ ​Art​ ​Genres/Techniques​ ​
Enduring Understandings:
Students use intention when planning their work.
Students apply learned knowledge to create their own dynamic landscape.
Essential Questions:
What is contrast?
What are contrasting colors?
What are warm and cool colors?
Objectives:​ ​
Students​ ​will​ ​be​ ​able​ ​to​ ​identify​ ​various​ ​methods​ ​of​ ​planning​ ​for​ ​visual​ ​art​ ​and​
​design.​ ​
Students​ ​will​ ​be​ ​able​ ​to​ ​j​ustify​ ​choices​ ​made​ ​during​ ​the​ ​artistic​ ​process​ ​that​
​resulted​ ​in​ ​the​ ​finished​ ​work​ ​of​ ​art​ ​and​ ​design.​ ​ ​
Activity:​ ​
Students​ ​will​ ​use​ ​warm​ ​and​ ​cool​ ​colors​ ​in​ ​order​ ​to​ ​create​ ​contrast​ ​within​ ​the​
​landscapes​ ​they​ ​created​ ​the​ ​previous​ ​week.​ ​They​ ​will​ ​be​ ​using​ ​tempera​ ​cakes​ ​and​
​various​ ​painting​ ​techniques​ ​in​ ​this​ ​step​ ​of​ ​the​ ​process.​ ​ ​
Content Integration:
No content integration applicable for this particular lesson.
Pre-assessment:​ ​
At​ ​the​ ​beginning​ ​of​ ​class​ ​we​ ​will​ ​go​ ​over​ ​students'​ ​background​ ​knowledge​ ​of​
​warm/cool​ ​colors​ ​and​ ​the​ ​term​ ​contrast.​ ​This​ ​will​ ​be​ ​done​ ​as​ ​a​ ​whole​ ​class​
​discussion​ ​and​ ​will​ ​be​ ​written​ ​on​ ​the​ ​board​ ​as​ ​we​ ​go​ ​through​ ​it.​ ​ ​
Success Criteria:
Students​ ​will​ ​have​ ​a​ ​completed​ ​landscape​ ​that​ ​is​ ​enhanced​ ​by​ ​contrast and
warm/cool ​colors.​ ​ ​
Post-assessment:​ ​
Students will have used their knowledge throughout this unit to create a
landscape that contains a foreground, middleground, background, and is painted
with warm/cool colors.
Accommodations and Modifications:
ELL, CLD Learners, or Other Learning Disabilities
● Multiple visuals and examples provided
 ● Verbal instructions and explanations of expectations
Physical Impairments
● Variety of brushes available
● All supplies accessible to all students
● Work together as a table to decide who will gather certain supplies
Visuals:

Supplies and Equipment:

● Tempera cakes
● Water / water containers
● Paint brushes
● Watercolor paper
Safety Concerns:
No safety concerns for this particular lesson.
Teaching Procedure:
Beginning
Start the day by greeting students in the hallway and giving them directions for
the day. This will include having them get out their work from last week. Once in
the room, we will recap the information learned last week and go over the “I can”
statement for today. We will learn about contrast and warm/cool colors. I will
then allow students to get their supplies for today (paint, water, brushes).
Middle
Once students have their supplies, they will begin working on the next step of
their landscapes. During this time, I will walk around the room and ask students
about the choices they are making with their art. This is the time to make sure
students are on track with the success criteria and catch up any students that may
be behind.
End
I will end the day by having students go through clean up tasks and put their
paintings on the drying rack. All students are incharge of their own paintings.
Certain students will have specific jobs such as washing brushes, refilling water
containers, and stacking paint trays. All students will then work in their table
groups to get their folder returned and their table wiped down. Clean and quiet
tables will then be called to line up. Once everyone is lined up the class will be
dismissed.
B. Summative Rubric

3 2 1
Excelled Got It Needs More

Students went above Students included all Students are missing

and beyond in the major parts of design one or more major parts

Influence from design process of their within their landscape. of design within their
landscape. (foreground, landscape.
Real Life
middleground,
background, color, and
zentangling)

Students went above Students planned their Students did not plan
and beyond in planning landscape by sketching out their landscape in

Planning / out their landscape. their ideas, carefully one or more ways.
making color choices,
Intention
and adding zentangling
 in deliberate areas.

Students go above and Students are able apply Students are unable to

Apply / beyond in applying their knowledge and apply their knowledge or

Explain their knowledge and explain their explain their

explain their understanding of understanding of
Understanding
understanding of landscapes. landscapes.
landscapes.