Project Abstract
Students created paintings of indigenous animal/plant life native to the Chula Vista area. These paintings were then exhibited and actioned off at the Chula Vista Nature Center to raise money for their non-profit organization. Parents, students and members of the community were invited to celebrate and participate in this exciting evening event.
What did you teach and how did you teach it?
Students were taught basic acrylic painting techniques such as scumbling, impasto, layering and underpainting. Students learned how to create a successful composition, how to transfer a sketch/drawing onto a canvas, and how to mix colors and create value within a painting. Students learned about spatial depth within a 2D work of art, and were encouraged to utilize art vocabulary (such as foreground, middleground, background, complimentary colors, composition, symmetrical, asymmetrical, value, depth and form) in peer and group critique situations.
Each student was required to research their chosen flora/fauna, complete 3 preliminary sketches, have their project half way complete by a designated date, and have their project completed by exhibition installation time. I checked in with students and awarded credit and points for each stage of completion. I demonstrated paint techniques for students as a class, as well as individually, worked with students one on one, employed critiques and gallery walks to garner peer feedback for refinement and showed examples of famous artists who also painted vivid images of animals.
Students were well aware that their pieces were going to be exhibited publically within the community, and auctioned off to raise money for a notable non-profit organization.
A member of the Chula Vista Nature Center brought in local animals at the beginning of the project that the organization had saved. Students were able to get up close and personal with an owl and a hawk. There were encouraged to sketch these animals. This animal presentation helped to really get students invested in the project, especially when they realized that the Chula Vista Nature Center rescues and rehabilitates animals within their local area.
What concepts and skills did the students gain in this class through this project?
Students learned how to expressively use acrylic paint. They learned how to organize a painting and pace themselves accordingly, keeping in mind paint drying time. They learned how to mix tertiary and complimentary colors, as well as how to create value and depth.
How is the curriculum for this project academically rich and grade-level challenging?
Students were able to chose their own animal. This project was developed to aid students in honing their powers of observation, learn how to use acrylic paint and how art can be used to express and communicate with a viewer/audience.
To what extent was there integration across disciplines in your class through this project?
Students were required to do research and write a page about their chosen animal, the habitat their animal lives in etc. At the art benefit, students stood up in front of the crowd to discuss their process and their reasons for choosing their animal.
Which Habits of Heart and Mind (HoHM) and Design Principles were utilized in this project?
Refinement-students were given feedback on their pieces and were required to refine their art work
Mindfullness-students were asked to be thoughtful in their remarks and feedback about other students' work
Compassion--students were creating works of art and then auctioning them off to help injured animals
How did you incorporate refinement through this project?
Students participated in gallery walks and critiques. They were asked to provide each other with specific suggestions for improvements, things that were working/not working, and ways that they could improve upon their work. Feedback was given verbally as well as written down on a piece of paper laid out next to each work. Students were thoughtful and constructive with their criticism and feedback.