Wildlife Artworks with John James Audubon

Grade level: 4th, 5th

Needed Materials: Sketch paper (9x12) Large white paper (11x14, 80lb. white sulphite) Chalk/Oil Pastels Permanent Markers Rulers Wildlife photographs (I use Zoobooks and National

Geographics) John James Audubon Blue Heron (included) Scissors Paperclips

Day 1 (45 minute period)Objectives:

Students will be able to describe how different media, techniques, and processes grab the attention of a viewer of an artwork

Students will be able to demonstrate a knowledge of the connections among the content of visual arts and science

Instruction: Give a brief overview of wildlife conservation and what causes animals to become endangered. Define “conservation.” Talk to students about the types of wildlife that live in their local community, and ways that we can help conserve wildlife and their habitats.

Discuss: Show the powerpoint with John James Adubon’s The Blue Heron, 1827. Questioning: What do you see in this artwork? What grabs your attention in this artwork? (The heron) How much of the paper does it fill? Why do you think this is the largest shape? (To get our attention). Can you tell what kind of bird this is? (Blue Heron). Do we have Blue Herons in (name your location)? What did the artist do well? Why might John James Audubon have created this artwork? Give a brief history of John James Audubon: He was a leader of bird conservation. He traveled the United States documenting birds with his realistic paintings. Back then they didn’t have the internet to find out what kind of species lived in other places: Audubon helped to document and record bird species of his time.

1- Student Artwork, 5th Grade

Demonstrate: Students will pick an animal of their choice out of magazines or books. It should be an endangered species or a wildlife animal found in South Carolina (or your state-discuss what that entails, for it to be endangered). Students will cut the image and paperclip it to their sketch paper to keep over the course of the project. Write names on the back with Sharpies. Demonstrate selecting a colored, realistic picture of an animal. Students should select an animal before the class is over.

Day 2 (45 minute period)Objectives:

Students will be able to use pastels, markers, rulers, and pencils in a safe and responsible manner

Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks.

Introduction: Review endangered species and John James Audubon. Define “conservation” and “endangered.”

Demonstration: Demonstrate drawing our chosen animal onto the smaller sketch paper, breaking it into shapes first if necessary. Example: Oval for the body, circle for the head, rectangles for the legs. Demonstrate drawing a very simple background (this does not have to be the same as in their picture, but should be realistic). Talk about habitat- where would our animal live? Focus on proportion, details, and an interesting composition. After the animal has been drawn lightly- it should fill most of the page and

be bigger than the student’s hand- then add details like faces, textures, fur, spots, etc. Make sure at the end of class students put their names on everything and paperclip their sketch and photograph together.

Day 3 (45 minute period)Objectives:

Students will be able to use pastels, markers, rulers, and pencils in a safe and responsible manner

Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks.

Instruction: Once students have completed their animal sketches, we will transfer these drawings to our big paper. Demonstrate how to create a grid over the sketch. Fold in half then fold in half again. Fold in half once more, to create eight equal sized boxes. Use a ruler to create light lines over the folds and your drawing, showing the eight boxes. Then show how to do the same thing on a large white sheet of paper and divide the large paper into eight boxes (this will be our final artwork). Remind students to grid lightly, as they will be erasing these lines eventually. Demonstrate drawing an enlarged animal proportionate to the sketch they made. Each bigger box should contain the same things as the correlating box on the smaller sketch. The grid helps us to keep everything in proportion. Check artworks as students are working- if something is not in the correctly aligned box, it has to be erased and tried again. At the end of class, I review grids, composition, enlargement, and Audoban when selecting tables to line up.

Day 4 (45 minute period)Objectives:

Students will be able to use pastels, markers, rulers, and pencils in a safe and responsible manner

Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks.

Instruction: Re-demonstrate creating the grid and stress its importance. The final drawing should look even better than the original sketch! I then have the students check with me and I make sure their grids are lined up and that details and finishing touches have been added. Demonstrate outlining in permanent marker once the drawing is approved. Students should do this slowly and neatly. Do not create any new lines; only go over lines that have already been drawn. Obviously, we are not tracing our grid- that can be erased after the drawing has been approved. Display an example grid. For clean up,

students should paperclip all of their materials together. At the end of class, review grids, composition, enlargement, and Audubon.

Day 5 (45 minute period)Objectives:

Students will understand techniques and processes involving chalk pastels Students will be able to select and use various elements and principles of design

to communicate wildlife ideas through their artworks. Students will use art materials in a safe and responsible manner

Instruction: When students are ready, demonstrate how to select pastels and use them to fill the larger areas. I usually give out paint shirts to keep clothes clean. Discuss the qualities of pastels- they are soft, they break easily, than can blend and mix well, but they also smear. Very light marks can be erased, but not completely. Focus on safety: When chalk builds up on students’ papers, gently tap the excess chalk onto the table. Do not blow the chalk: This is bad for the respiratory system, especially around children with asthma or pulmonary problems. After the chalk has been tapped onto the table, it can easily be sponged up. However, remind students that they do not want wet fingers- chalk blends and applies much more easily when their hands are dry. Sometimes I allow students to use paper towels or tissues to wrap around their fingers for blending. On this day, students should be putting one solid basic color in each section- no mixing of colors at this point in time. Focus on craftsmanship- creating an even, beautiful solid block of color. Save plenty of time for hand washing and clean up! (10 minutes).

Day 6 (45 minute period)Objectives:

Students will understand techniques and processes involving chalk pastels Students will be able to select and use various elements and principles of design

to communicate wildlife ideas through their artworks. Students will use art materials in a safe and responsible manner

Instruction: During this class, you can review the characteristics of chalk pastels and blending in the chalk. I also stress not to mix colors yet, because it will cause your artwork to look gray or brown and dreary. On this day, I allow a lot of studio time because students need to fill in every area with one color of chalk pastel- a nice solid black of color, with no sloppy lines showing through. We talk about craftsmanship- the quality of our work, with no white spots and staying inside the lines. Students should not have any white paper showing after this class. If they want an area white- they have to color it white!

Day 7 (45 minute period)

Objectives: Students will understand techniques and processes involving chalk pastels Students will be able to show different values through their artworks. Students will use art materials in a safe and responsible manner

Instruction: During this class, go back to John James Audubon’s Blue Heron and point out tints (lighter areas) and shades (darker areas). Point out that the heron is not just one shade of blue, but also has blacks, grays, whites, and various blue values. This will be the most difficult part for students, but ask them to look at their photographs and find various values in the photo. Determine a light source, if possible. I demonstrate with my own picture, pointing out lighter colors in the photograph and then applying those lighter colors on top of my artwork. Show how to do simple plants and grass- a darker color on one side, with a lighter color on the other. Whites and blacks are simple tints and shades, but other colors may be used as well. For example, yellow makes a great tint on green, and red could be a good darker shade color for orange. You might need to show students a color wheel presentation to get them understanding how colors work together (at this point, this would be review for my students). Teach students to blend: Add a color on top, then gently rub it to let the colors mix. Sometimes it is good if you are doing, for example, a green leaf: Add yellow on top, then add a little more green, then blend. Make sure to stay in the lines when blending! You don’t want your color to go anywhere except for inside the section you have chosen.

Day 8 (45 minute period)Objectives:

Students will understand techniques and processes involving chalk pastels Students will be able to show different textures through their artworks. Students will use art materials in a safe and responsible manner

Instruction: If students are ready, it is time for the final step! Texture! Texture is the way something feels. We are going to give the visual element of texture with simple lines. Show students how to add fur line, dots, etc. It is important that the students do NOT blend these in. These must be the final step and should be added on top of tints, shades, and initial colors. If you would like, you can spray finished artworks with an adhesive or hairspray so the chalk is set.

Teacher and Student Assessment

Objectives: Students will evaluate the merits of their work

Wildlife Project Grade Sheet (5th Grade)

Name: ________________________________ Class:_______________

A tint is:

a) an area of light

b) an area of darkness/ shadows

c) the way an object feels

d) measuring out boxes to enlarge your project

When you rub the chalk into your paper, you should:

a) color carefully, showing good craftsmanship

b) blend your colors in

c) erase finger smudges

d) tap the paper to remove extra chalk, but never blow it at someone

e) all of the above

A grid is:

a) an area of light

b) an area of lights and darks

c) the way an object feels

d) measuring out boxes to enlarge your project

Please answer in complete sentences (1-3 sentences)

Why do you think it is important to conserve wildlife?

What did you enjoy most about this project?

What did you enjoy least about this project?

If you could change one thing about your project, what would it be and why?

FLIP OVER AND COMPLETE THE BACK

How did you do? Grade yourself! Put an X in the box of your choice.

Poor (U)

Below (N) Average

Okay (S-) Good (S) Outstanding (S+)

Drawing the animal

Creating the grid

Enlarging your animal according to the grid

Chalk (Craftsmanship, blending)

Outlining with permanent marker

Creating tints and shades

Following directions

Using materials safely and responsibly

South Carolina Standards Met:

1. Students will be able to use a variety of media- pastels, markers, pencils

I.B

2. Students will be able to describe how different media, techniques, and processes grab the attention of a viewer of an artwork

I.A

3. Students will be able to use pencils, markers, rulers, and pencils in a safe and responsible manner

I.C

4. Students will be able to select and use various elements and principles of design to communicate wildlife ideas through their artworks.

II.B

5. Students will be able to select and use subject matter and ideas to communicate the importance of wildlife conservation

III.A

6. Students will be able to identify specific artworks and styles as belonging to Serge Lemonde

IV.A

7. Students will be able to complete a self reflection of their artworks, assessing themselves and suggesting improvements that could be made

V.B

8. Students will be able to demonstrate a knowledge of the connections among the content of visual arts and science

VI

Completed Artworks! By 5th Grade Students