Serving Art Educators
and Students Since 1994
Dürer Watercolor Patterns
Submitted by: Connie Ferguson, 2012 Arizona Art Teacher of the Year and Teacher at Riverview Elementary in El Mirage, Arizona. (Formerly art teacher at Monroe Middle School, Monroe, WI)
DAYS: 14
UNIT: Painting - Texture - Value - Printing
Grade Level: 8th grade -middle school (adaptable to high school and elementary)
OBJECTIVES: The learner will:
1. Use their knowledge of the elements of design, value and texture to create a watercolor painting.
2. Understand that art reflects the time and place in which it was created (I5)
3. Develop the knowledge and skills to produce quality art (C6)
SUPPLIES:
9x12 (23 x 30.5 cm) Tag board
9x12 (23 x 30.5 cm) White Drawing Paper
1"x1" (2.5 x 2.5 cm) Magic Rub Erasers
Cardboard
VOCABULARY:
Albrecht Dürer
Renaissance
Printmaking
Wood cut
Etching
Transparent
Value
Texture
Relief Cut
Pattern
STATE STANDARDS: The learner will:
A2 learn appropriate vocabulary related to their study of art.
C1 know the elements and principals of design.
C8 reflect on their work during the creative process to assess and better understand their own artwork.
J7 learn to use art criticism and aesthetic knowledge in art and design.
J10 develop the ability to reflect and talk about works of art.
Copy handout - Collect images of animals
INSTRUCTIONAL RESOURCES:
Transparencies:
Durer, The Rhinoceros on Artcylcopedia Article about Da Vinci and Durer
Handout: About the Artist (create one with biography and portrait) Carol Gerten Fine Art biography WebMuseum: Albrecht Dürer Artcyclopedia: Albrecht Dürer Online
John Nieto's Rabbit after Dürer
Book: Durer's Animals
Albrecht Dürer's Rhinoceros
INSTRUCTION/MOTIVATION:
Project the image of Albrecht Dürer’s self Portrait onto the white board, discuss his life and art work.
Students read the handout in groups, discuss each paragraph.
Students write a fictional newspaper article on Albrecht Durer.
Project the image of The Rhinoceros onto the white board; students try to duplicate the textures of the woodcut by copying them with a marker. Turn off the projector, see how little we accomplished.
Demonstrations: Textures, Watercolor, and Eraser Stamping
STUDIO PROCEDURE:
Day 1
1. Show Durer self portrait on overhead-lights off.
2. Read the Story Behind Praying Hands.
3. Group read About the Artist handout.
4. Class discussion on his trip to Italy and ideas he brought back, his new ideas.
5. Information under self-portrait and Rhino – title, dates, museum, etc.
6. Look at rhino- overhead. One volunteer from each table to copy on the board/roll paper.
7. Turn off overhead- show the students that they didn’t even make a dent into all the textures.
8. On paper, have the students brainstorm by table, on how many texture names they can come up with.
Day 2
1. Have Rhino transparency on.
2. On Grid Paper- make 20 squares 4x4, with a pencil create 20 textures- they need to vary in visual values.
3. On a Value Scale Sheet, choose the darkest value. Redraw with a thin black marker in the top square. Work down going lighter and lighter.
Day 3
1. Continue the textures and value scale.
2. Find and animal photo.
3. On 9x12 (23 x 30.5 cm) white drawing paper, draw a border, LIGHTLY, the width of a ruler.
4. Draw the chosen animal and its’ habitat, LIGHTLY, within that border.
Day 4
1. Continue drawing the animal.
Day 5
Begin Watercolor- demo on 2 techniques, Wet on Wet and Wet on Dry. Leave the Border white, students must be careful to keep the border line sharp.
Day 6 - 7
Continue Watercolor
Day 8
1. Textures- Begin by looking at the Texture Value Chart, choose the darkest value to overlay the darkest color on the painting.
2. Proceed from dark textures to light textures. Students can break the animal up into sections like Durer did on the Rhino.
Day 9
Continue Textures
Day 10
1. Continue Textures and Begin Erase Stamp – Choose a texture that was used in the Painting.
2. Find this texture on the Grid Paper- go over it again with pencil.
3. Put an eraser onto the square and flip it over so that the student can rub the paper. This will leave a graphite impression onto the eraser.
4. Go over the design with a pen.
5. Fill in all positive space with the pen. (While the student has that pen, they are to put their name on the eraser).
6. Begin cutting the Negative Space out with an X-acto knife. Make sure that the table is covered with a piece of cardboard. Cut enough to just break the surface. Too deep and the design will break off.
Day 11
1. Continue Cutting, when this is done, wash the pen off the eraser, dry completely.
2. Use a water based marker to print- test print on scrap paper. The chosen color should be somewhere within the painting but not as a dominant color.
3. When print is OK, stamp around the Border of the Painting. Print the top row across, then the bottom row across, fill in the sides – the sides can change directions or stay the same as the top and bottom. Corners can vary for interest, as well as alternating the direction of the stamp while printing (on any of the top/bottom/sides)
Day 12
Continue stamping border.
Day 13
1. Design Initials onto the Grid Paper- design the "correct way" (readable).
2. Transfer this to another side of the eraser- like transferring the texture.
3. Cut out the Negative Space with an X-acto knife.
Day 14
Using a water based marker, print the initial stamp with the painting. Look at Durer’s work to get an idea for the placement. The chosen marker color can blend in to the space chosen or be of contrasting color.
ASSESSMENT:
|
|
|
COMPOSITION |
3 |
2 |
1 |
Created a 1 inch border. |
3 |
2 |
1 |
The animal is the focal point. |
3 |
2 |
1 |
The background habitat compliments the animal. |
|
|
|
DETAILS |
3 |
2 |
1 |
Details of the animal are sharp and clear. |
3 |
2 |
1 |
The size relationships are proportional. |
3 |
2 |
1 |
The stamp reflects one texture used in the painting. |
|
|
|
VALUE - WATERCOLOR |
3 |
2 |
1 |
Created the color values as seen in the visual resources. |
3 |
2 |
1 |
The transparency of the watercolors is evident. |
3 |
2 |
1 |
The watercolor is fresh and not muddied by over mixing or blending. |
|
|
|
VALUE – TEXTURE - MARKER |
3 |
2 |
1 |
Created a texture value scale. |
3 |
2 |
1 |
Used at least 5 textures from the above scale. |
3 |
2 |
1 |
Successfully matched color values with texture values |
|
|
|
NEATNESS |
3 |
2 |
1 |
Demonstrates skill and control in handling materials. |
3 |
2 |
1 |
The paper is not smudged or over painted. |
3 |
2 |
1 |
The stamp is a clean color and precisely placed. |
Total Score____________
Additional Comments:
Student Short Answer Essays:
Within the structure of the lesson, were you able to explore your creativity? Explain
Did you use your art materials in a new or different way? Explain
Did you show enough details to express what you had in mind? Explain
Could you have some part more interesting? If yes, explain how you would do it.
If no, what is your most interesting part and how did you create it?
How does your animal compare with Dürer’s Rhinoceros?
Is there anything you would change about this unit? If yes, please explain.
Eraser Stamp Printing
In the following spaces provided. Please list in sentence form, the steps you took to create an eraser stamp for your painting. Be sure to include safety precautions.
List 3 ways this stamp contributed unity in your painting.
