Lesson Overview:

Students learn about American artist Charles Burchfield and his style of painting. Following Burchfield's example, students capture information and sketches in a personal journal, then use these ideas to create an original watercolor.

Length of Lesson:

Ten 45-minute class periods

Notes:

This lesson is particularly suitable for grade 4.

Instructional Objectives:

Students will:

• become familiar with the artist Charles Burchfield.
• record observations in a personal journal.
• create a watercolor painting based on the style of Charles Burchfield.

Supplies:

• Cardboard
• Wallpaper
• Construction paper
• String or yarn
• Beads
• Contact paper
• Permanent markers
• Copier paper
• Watercolor paper (15x22)
• Water
• Water buckets
• Brushes
• Masking tape
• Watercolors
• Pencils

Instructional Plan:

Note: This lesson works well when conducted as a collaboration between an art teacher, classroom teacher, and media specialist. However, the lesson can also be taught in its entirety by the classroom teacher.

Introduction

Introduce students to American artist Charles Burchfield. Burchfield (1893 – 1967) was a watercolorist whose career focused on the regional life, architecture, and landscape of the Midwest. An avid observer of nature, Burchfield captured notes and sketches in elaborate journals that provided inspiration for his paintings.

Distribute copies of the Background on Burchfield worksheet. Students should use the Internet to gather information about Charles Burchfield and his paintings, and record their findings on the worksheet.

The following site offers resources on Charles Burchfield:

• Smithsonian Magazine's online article No place like home: The works of Charles Burchfield includes images of Burchfield's work, information about his life, and links to other relevant sites.

Journals

Distribute copies of the Scene Painting Journal to students. Tell students that they will be tasked with keeping a personal journal for one week, in which they will record their observations of weather, music and art. These journals will serve as the inspiration for original watercolor paintings.

Allow students to create their own personal journals. Review with students the steps for making a journal:

1. Select the wallpaper for the journal cover.
2. Cover the back of the cardboard with a thin layer of white glue. Spread the glue evenly.
3. Place the cardboard in the center of the wallpaper and smooth it down with your hand.
4. Fold the top and bottom edges of the wallpaper into the "inside" of the book cover. Glue the edges.
5. Cut a slit at each corner of the wallpaper. Fold over the two edges and glue.
6. Smooth all glued areas with your hand or a paper towel.
7. Glue a piece of construction paper inside the cover of the journal to hide the wallpaper edges. Smooth the construction paper. (This can be a little tricky; students may need individual help. with this step.)
8. Drill two holes on the cover of the journals.
9. Gather 20 pieces of blank paper (cut to fit the inside of the journal). Attach these papers with yarn and a knot.
10. If desired, add beads to yarn for decoration.
11. Use permanent markers to draw or write on the front cover of the journal.

Watercolor Paintings

Some advance preparation will help to ensure that the activity goes smoothly. The room should be set up with five tables, seating 5-8 students each. All supplies should be on the tables when students enter the classroom. Students should gather around a central table for the demonstration and then go to assigned tables to do their painting.

Tell students that they will use their journals to draw their sketches for their final painting. Provide a demonstration illustrating how to tape the paper onto the table so it does not curl up, and various methods of watercolor painting, such as wetting the paper, dry brush, scratching into a wet surface, and adding detail after the paint has dried.

Review and approve students' journal sketches. Have students recreate their drawing on large watercolor paper. Tell students that they should incorporate their knowledge of watercolor techniques and Charles Burchfield's style of painting in the creation of their painting. Work with students on an individual basis as needed.

Closure

Each group should be responsible for its own clean-up. Artwork should be moved to drying racks at the end of the session. Finished work should be displayed on a large board for class critique and evaluation. Work-journals should be displayed alongside the paintings. If desired, have students write a poem about their painting, using observations recorded in their journals.

Assessment:

Student journals should be evaluated for craftsmanship and artistic design, as well as for completeness of entries. Paintings should be assessed for composition, technique, neatness, proportion, style and color. Note: The poetry created by students after the completion of their paintings helps to demonstrate the wonderful products that can result when this unit is approached as a team effort between the library media specialist, art teacher and regular classroom teacher.

Extensions:

Have students visit Smithsonian Institution: National Museum of American Art to find another American painter that interests them. Create a Venn diagram comparing the painter with Burchfield. If there is time, create a painting in the style of the painter. Write a journal from the painter’s point of view based on what you read about the his/her life.

Sources:

Print:

• King, Penny and Clare Roundhill. Artists' Workshop Landscapes. Crabtree Publishing Company, 1996.

Authors:

• Shelley Johnson
  Judith A. Resnik Elementary
  Gaithersburg, MD