I.

Lesson Number, Grade Levels, Title, and Duration:

Lesson: 3
Grade: 9th
Title: Fluidity
Duration: One class period

II. Lesson Rationale:

In this lesson students will create fluid watercolor paintings using the artist Cindy Lane as
inspiration. Cindy Lane is a contemporary artist who uses the magic and dreamlike quality of the
ocean as her inspiration. Students will be able to see work of a contemporary watercolor artist in
action through viewing her videos and then trying her technique by creating a fluid watercolor
painting. Wet on wet watercolor technique is controlled by the water rather than the artist's
brushstrokes. This strategy will show students the watercolors dream like quality.

III. Key Concepts:

Dreams are fluid, they evolve and even change over time.

IV. Essential Question:

How have your dreams changed?
What are the dreamlike qualities of watercolor?

V. Lesson Objectives:
Students will be able to evaluate dreams in their journal by reviewing their own dream
journal to look for changes, interpretations, and shifts in order to determine what may have
caused the change. This objective will be assessed by the instructor giving a check mark in to
their dream journal.

Students will be able to create a fluid watercolor painting of shapes or silhouettes from
their dream journal while using techniques used by contemporary artist Cindy Lane. This
objective will be assessed by the students ability to incorporate Cindy Lanes technique style
and by incorporating a specific idea from their dream journal.

VI. Specific Art Content:

Watercolor techniques - wet on wet, Reflection, Contrast, Form, Contemporary watercolor artist

VII. Resources & Materials for Teacher:

Cindy Lane Process youtube video - https://www.youtube.com/watch?v=Ht44t6ZZj2Q
Cindy Lane artist website - https://cindylane.com.au/

VIII. Resources & Materials for Students:

Water
Papertowels
 Watercolor
Paintbrushes
Reference images of shape or object

IX. Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation:
At the beginning of class students will watch the Cindy Lane video. Students will open
dream journals and choose a silhouette of a shape or object that may be occurring in their
dreams. What shapes can you pull even if you dont have any visual representations in your
dreams?
2. Guided Practice
Teacher will demo a fluid watercolor painting, shown in the video. Students will go back
to tables and gather supplies. Students can research references for their object or shape so that
they do not get frustrated when trying to draw an object without a reference.
3. Independent Practice
Students will create a fluid watercolor painting using a silhouette of a shape or object
from their dream journals as inspiration. They will use techniques shown in the video and from
teacher demo.
4. Closure
Students will reflect on the questions, how have your expectations of watercolor
changed? What ways have your own dreams changed through tracking them in your dream
journal? Why do you think they have changed? Class discussion will take place in the last part
of class.
5. Formative Evaluation
Instructor will check to see if students understand expectations of fluid watercolor
painting by watching and walking amongst the students as they attempt to paint. Encourage
students to be free and fluid, not as technical. Instructor will check in with each student about
content in dream journal.
6. Classroom Management Procedures
Instructor will be sure students are using supplies as they are meant to be used. Each
student will be kept on task by discussing their object or shape with the instructor before going
to obtain a reference image. If the student is off task on the computer, the student will have no
reference image to work from.

X. Summative Assessment and Evaluation:

What do I want to know?
If the student created a fluid watercolor painting inspired by Cindy Lane
If the student analyzed their dream journal to incorporate a silhouette of an object into their
painting
How will I know it?
By seeing the wet on wet technique being used by the students
By seeing a correlation between the dream journal content and silhouette chosen
How will I record it?
 In a checklist

Checklist for Lesson 3 - Fluidity

Did the student create a watercolor painting?

Did the student use wet on wet techniques?
Did the student incorporate a silhouette of an object or shape seen in their dreams?

XI. Interdisciplinary Connections:

Science - use of water and another medium to watch them mix

XII. References & Resources:

Cindy Lane (2016 Jul 31). Fiery Galaxy watercolor painting Summer Days by Kai Engel [Video
File]. Retrieved from https://www.youtube.com/watch?v=Ht44t6ZZj2Q

Lane, C. (n.d.). Cindy Lane on WordPress.com. Retrieved from https://cindylane.com.au/

XIII. Art TEKS

b) Introduction.
(1) & (2)

(c) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and explore the
world by learning about, understanding, and applying the elements of art, principles of design,
and expressive qualities. The student uses what the student sees, knows, and has experienced
as sources for examining, understanding, and creating original artwork. The student is expected
to:
(B) identify and understand the elements of art, including line, shape, color,
texture, form, space, and value, as the fundamentals of art in personal artwork;
(C) identify and understand the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artwork; and
(D) make judgments about the expressive properties such as content, meaning,
message, and metaphor of artwork using art vocabulary accurately.

(2) Creative expression. The student communicates ideas through original artwork using
a variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined effort
and progressive problem-solving skills. The student is expected to:
 (A) use visual solutions to create original artwork by problem solving through
direct observation, original sources, experiences, narrations, and imagination;
(B) communicate a variety of applications for design solutions;
(D) create original artwork to communicate thoughts, feelings, ideas, or
impressions;
(F) demonstrate effective use of art media and tools in drawing, painting,
printmaking, sculpture, ceramics, fiber art, design, and digital art and media.
(3) Historical and cultural relevance. The student demonstrates an understanding of art
history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The
student develops global awareness and respect for the traditions and contributions of diverse
cultures. The student is expected to:
A) compare and contrast historical and contemporary styles while identifying
general themes and trends;

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context
to deepen understanding