Fifth+Grade+Lessons

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George Catlin

[|George Catlin Campfire Stories]

Fredrick Remmington

[|Gallery of Winslow Homer's Work]

Winslow Homer

[|Homer U tube] After learning about the life of Winslow Homer and his seascapes, the children make paintings of the sea. For all ages. Plan 1 to 2 sessions. KEY IDEAS LANGUAGE seascape, horizon line, composition, shade, tint RESOURCES Look __ [|here] __ for more information about Winslow Homer. Click on the following titles to see examples of Homer’s seascapes: Cannon Rock, __ [|Summer Squall] __ , West Point, Prout's Neck , On a Lee Shore , Northeaster , The Life Line. BACKGROUND The Life of Winslow Homer Winslow Homer is an important American painter, best known and admired for his paintings of the sea and marine subjects. With bold, quick brushstrokes, he was able to capture massive, crashing waves either in the brilliant sunshine or in the darkness of an intense storm. Homer was born in 1836 in Boston, Massachusetts, the second of three children. His mother, an amateur watercolorist, recognized his early art talent and became Homer's first art teacher. His only formal training consisted of a brief period at the National Academy of Design. At the age of eighteen, he began working as an apprentice in a printing company. Looking for more freedom in his art work, he moved to New York and became a leading illustrator for the popular magazine Harper’s Weekly, where he was given the assignment of sketching battle scenes during the Civil War. After moving to England and working with watercolors for two years, Homer settled permanently in Maine where he fell in love with the sea. Rarely leaving home without his watercolor paints and paper, much of the rest of his life was spent painting seascapes, venturing to such places as the Bahamas, Cuba, and Florida. After living on the coast of Maine for twenty-seven years, Winslow Homer died in 1910 at the age of seventy-four. YOU WILL NEED THE PROJECT Preparation How to Begin NOTES LET'S TALK ABOUT OUR WORK What the children might say… What you might say...
 * 1) Learning about Winslow Homer and his seascapes
 * 2) Painting seascapes
 * 3) Working in the style of Homer
 * 1) Colored construction paper (approximately 15 x 20 inches)
 * 2) Pencils
 * 3) Tempera paints
 * 4) Paint brushes
 * 5) Containers of water to rinse brushes between colors
 * 6) Sponges to dry brushes after rinsing
 * 7) Examples of Winslow Homer’s seascape paintings
 * 1) Become familiar with the life and seascapes of Winslow Homer.
 * 2) Gather examples of Homer’s seascapes.
 * 3) Set out construction paper, pencils, paints, brushes, containers of water, and sponges.
 * 1) Share the examples of Winslow Homer’s paintings and talk about his life. Tell the children that they will be painting seascapes, or paintings of the sea.
 * 2) Explain that the horizon line is the visual line which separates the sea from the sky. Point out how the horizon line is affected by the weather, such as sharp and crashing when there is a storm; deep and rolling when it is windy; or smooth and still when the weather is calm. Similarly, the waves in the water will reflect the sky, so when the sky is filled with racing clouds on a windy day, the water will be whipped with waves. If the sky is clear and calm, the waves in the water will also be calm. After choosing the weather to be depicted in the seascape, use a pencil to lightly sketch the horizon line and movement of the waves in the water. For a more interesting composition, or structure, avoid placing the horizon line in the middle of the paper.
 * 3) Point out the many colors as well as the shades (darkness), and tints (lightness) that Homer used in his seascapes, and the way he reflected the colors of the sky in the water. Explain that colors should be mixed directly on the paper without blending them completely, and painted with horizontal brushstrokes following the way the water would move.
 * 4) <span style="font-family: arial,sans,sans-serif; font-size: medium;">Paint the white caps, or the foamy part of the waves, by adding white to the color of the water and again painting with brushstrokes that follow the motion of the breaking waves.
 * 5) <span style="font-family: arial,sans,sans-serif; font-size: medium;">Have the children draw the waves and paint their seascapes in the style of Winslow Homer.
 * 1) <span style="font-family: arial,sans,sans-serif; font-size: medium;">Using colored construction paper adds depth to the paint colors and gives the paintings a more finished look.
 * 2) <span style="font-family: arial,sans,sans-serif; font-size: medium;">The pencil lines are drawn mostly to experience the initial feel of waves. The children should not become tied to the lines while painting.
 * 3) <span style="font-family: arial,sans,sans-serif; font-size: medium;">This lesson should be simplified when working with children from three to six years old. Introduce the artist; discuss the movement of the waves; encourage the children to mix the colors directly on the paper; and then let them paint.
 * 1) <span style="font-family: arial,sans,sans-serif; font-size: medium;">Discuss how the horizon line changes when depicting stormy weather versus calm weather in the children's paintings.
 * 2) <span style="font-family: arial,sans,sans-serif; font-size: medium;">Talk about the various ways the sky was painted in each painting to differentiate it from the water.
 * 3) <span style="font-family: arial,sans,sans-serif; font-size: medium;">Ask the children to point out where the water reflects the sky in their paintings.
 * 1) <span style="font-family: arial,sans,sans-serif; font-size: medium;"> Can I have a mixing tray to make light blue?
 * 2) <span style="font-family: arial,sans,sans-serif; font-size: medium;"> How can I make the sky look different from the water since they are both blue?
 * 3) <span style="font-family: arial,sans,sans-serif; font-size: medium;"> I used light blue paint for the sky and dark blue for the water.
 * 4) <span style="font-family: arial,sans,sans-serif; font-size: medium;"> I want to paint a boat in the water.
 * 1) <span style="font-family: arial,sans,sans-serif; font-size: medium;"> Try mixing the paints directly on your paper and not completely blending the colors just as Winslow Homer did.
 * 2) <span style="font-family: arial,sans,sans-serif; font-size: medium;"> There are several ways to make the sky different from the water. You might change your brushstrokes, add different colors, or lighten and darken the colors.
 * 3) <span style="font-family: arial,sans,sans-serif; font-size: medium;"> Remember that when you paint the water, some of the colors in the sky should be reflected in it.
 * 4) <span style="font-family: arial,sans,sans-serif; font-size: medium;"> In this session, we are concentrating on painting the sea and the sky. You can always add a boat to your painting later.

Edward Hopper

[|Hopper U tube]

Mary Cassett

[|Cassatt U Tube]

Georgia O'Keefe

[|O'Keefe You Tube]

Student Example of O'Keefe:

Keith Haring

[|Keith Haring for kids]

[|Step by Step instructions for Haring Lesson]

Student Example of Work: Keith Haring

MC Escher

[|MC Escher Gallery]

Example of Student Work:

Jackson Pollack

Andy Warhol










 * Students were given an 8x10 canvas board. **
 * We used acrylic paint for the background- their choice of patterns. **
 * They collected the first letter of their name- looking for unique print in random magazines. **
 * [|FotoFlexer.com] altered our portraits. **
 * Mod Podge (gloss) is a fantastic way to glue **** letter **** s on and seal the final work. **

[|Grant Wood]





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Information and Artwork about Artist: [|George Catlin] [|Winslow Homer] [|Fredrick Remington] [|John Singleton Copley] [|Winslow Homer] [|Mary Cassatt] [|Jackson Pollack] [|M.C. Echer] [|Thomas Moran] [|Frank Lloyd Wright] [|20th Century Artist] [|Georgia O'Keefe]



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Biomes: []

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[] Powerpoint on Native American Art [|http://www.ckcolorado.org/units/3rd_grade/3_AmericanIndianArt2005Pres.p]d

M.C. Echer media type="custom" key="12503294"



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Grade level: 5
Students look at the whimsical animal paintings of Alvin Amason, an Alaskan Native artist. Students begin their own animal paintings using basic shapes and playful color choices, adding large brush strokes in his painting style.

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Grade level: 5
Students study Andy Goldsworthy, a British artist who transforms nature into art, photographs it, and lets it return to nature. They then go outside to create art from only nature -- no tools allowed! When done, they photograph their work and write abou tthe art they made and the process they used.

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Grade level: 5
Students learn about the history of the bicycle. They work through the artist process by drawing a bicycle from memory, by observation, using tools and then from memory again. They arrange their drawings into a collage for display.

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Grade level: 5
Students are introduced to the 17th century Dutch scientist Antonie van Leeuwenhoek, the microscope he developed, his discoveries and his methods of recording those discoveries. They create a colorful microscopic view of diatoms using watercolors and black crayon 'resist.'

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Grade level: 5
Students consider prejudice and tolerance by exploring ways in which we are __all alike__. They then learn about for 'artist heroes' who drew their creative strength from accepting and nurturing their personal differences. Students investigate the concept of tolerance by creating an 'inside and outside of me self portrait' using words, color and pattern.

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Grade level: 5
Students study the life of the Italian Renaissance artist Michelangelo, focusing on two of his best-known works, the marble sculpture __Pieta__ and a small part of the __Sistine Chapel__ ceiling. They create a modeled or shaded drawing of their hand in a sign language position, cut it out and mount it pop-up style to look like a piece of sculpture.

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Grade level: 5
Students discuss northern migrations and study photos and artwork showing migrations of cranes, caribou and salmon. They consider design elements that create a sense of movement before using watercolors, oil pastel and cut-paper stencils to create a mixed media artwork of cranes, salmon or caribou in motion.