èßäAV

Learning Objectives 

Students will: 

• Identify and describe elements of art found in selected works of art (color, shape/form, line, texture, space, and value).
• Compare the impact on weather on cultures.
• Describe the differences between weather and climate. 
• Analyze the depiction of weather and the seasons in works of art.
• Analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
• Create original artworks with paper, watercolors, and salt that depict a type of weather or season.
• Discuss and critique works of art using elements of art criteria. 

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Next Generation Science StandardsNext Generation Science Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Websites

Additional Materials

• Watercolor paints
• Paintbrushes
• Salt
• Cups with water
• Watercolor paper

Teacher Background

Teachers should be familiar with landscape painting and how to render the effects of weather in a painting. Allow students appropriate time to work on paintings and ensure there is space to dry them. 

Student Prerequisites 

Students should be familiar with how to observe nature. Students should also have experience with how to use watercolor paints.

Accessibility Notes

Modify handouts and give preferential seating for visual presentations. Allow extra time for task completion.

Engage

1. Gather the students around a window in the classroom and look outside to observe the weather. Ask students: What is the weather like today? What is the current season? How would you describe the palette of colors associated with this season? What objects or changes in the environment (the sky, trees, ground or sidewalks, clothing, etc.) provide clues about weather and/or the season? What is your favorite kind of weather and why?

2. Have students examine the paintings from the . Ask students: How is light expressed in the painting? What kind of feeling or mood does the painting generate? How are the colors used to convey light or darkness?

3. Now examine the . As a group, observe the two photos showing the impact of the weather. Have a class discussion about the similarities and differences among these places. Ask, how do seasons and weather around the world impact culture? What can you infer about the two cultures during the winter season?

Build

1. Display the from the (NOAA). Tell students that NOAA defines weather as “the mix of events that happen each day in our atmosphere” and climate as “what the weather is like over a long period of time in a specific area.” Discuss how weather and climate affect landscapes.

2. Review to build background. Discuss the elements of color, shape, and texture with students. 

3. Ask students to re-examine the paintings from the thinking about the use of color, shape, and texture to portray a particular weather condition. Ask students: How is climate and weather shown through the painting?

4. Have students select, analyze, and discuss their favorite paintings. Break the students into groups according to their favorite paintings. Print or share digital images of the paintings with each group. Within the groups, students should share their thoughts and feelings about why they liked the paintings. Students should use the as a reference point during their discussion. Have them present their responses as a group in front of the class.

5. Demonstrate the technique of drawing a weather/landscape scene using salt and watercolors. Paint the scene, then sprinkle salt over the wet painting to create texture. You may also wish to use rubber cement to create a stipple effect.

Apply

1. As a class, brainstorm different types of weather and landscape on a t-chart. Include all of the weather conditions depicted in the pictures from the slide as well. 

2. Ask students to choose one of the assignments from the and focus on a scene. Have them brainstorm the art elements associated with the weather and landscape, then jot them down on the capture sheet. 

3. Review the with students. 

4. Have students complete their own paintings using the capture sheet as a reference and the as a guide. Distribute watercolor paints, brushes, cups with water, salt, and white paper. Give students ample time to complete their paintings. 

Reflect 

1. Break students into groups of three to four and have each group discuss the artwork created by fellow class members. Provide the following questions to guide discussion: How is the weather or season depicted in the painting? How does the painting convey mood? If you painted about a personal experience, how is the painting meaningful to you? Make sure students are using  in their discussion and critiques. 

2. Assess students’ knowledge of painting weather and landscapes by responding to the writing prompt: Write an artist’s statement to accompany your painting. Explain your techniques and observations. Include a description of the materials and process used, as well as the factors which influenced their work.