Teacher: Danielle Hallman
Grade Level: 7
Title: Active Silhouette

Brief History and Background: Silhouette is a subject that greatly contrasts from its background. Most often the subject is outlined and filled in with a dark color on a light background. Images that can be closely compared to silhouettes can be found among cave paintings and images found on ancient Greek vases. Silhouettes were often created using the subject’s shadow and more recently are created from cutting away at black paper to create an image based on the subject. Today silhouettes are found in many advertisements and in modern art.

PA Standards:
• 9.1.8 A- Know and use the elements and principles of design.
• 9.1.8 B- Demonstrate painting and drawing.
• 9.3.8 A- Compare and contrast their artwork with peers.
• 1.4.8 B- Write a description.

NETS:
• 1 Create original and self-expressing works of art.
• 2 Interact and collaborate with peers using a digital environment.
• 5 Exhibit digital citizenship.

Goal: To create a silhouette that is performing an action with an expressive background.

Objectives:
• Students will understand what a silhouette is.
• Students will express emotions through color.
• Students will be able to create texture with watercolor paints.
• Students will produce an active silhouette.

Requirements: Student will bring in 5 pictures of themselves performing an activity and choose one to create an active silhouette with an expressive background on 11” by 14” watercolor paper; write a 1 page explanation on their choice of silhouette subject, and how the expressive background fits the silhouette and will post an image of their final project and the explanation on the classroom blog. Each student will then respond to at least 5 other student’s blogs.

Resource/Materials/Visual Aids: computer and projector to show links in references; the exemplars created by teacher

Supplies/Materials:
• 11” x 14” watercolor paper
• Assorted brushes
• Watercolor paints
• Plastic pallets
• Water cups
• Permanent markers
• Tracing paper
• Tape
• Pencils
• Erasers

Teacher Preparation: set up computer and projector/smart board, and if watercolors are in tubes distribute paint on pallets to save paint.

Teaching:
Introduction:
Day 1-Open discussion on how colors relate to emotion. What feeling do you get from the color yellow? red? blue? etc. Discuss how emotion can be expressed through marks and shapes along with color. Introduce watercolor exercise in showing emotion through color, line and shapes.
Day 2- What are silhouettes? Open discussion on where we see silhouettes. Show links found previously on projector/smart board. Introduce silhouette project. Create a silhouette of yourself performing your favorite activity, be sure to include enough information so that we will understand what the silhouette is doing, ex: if your silhouette is playing football make sure they are carrying a football. Using props when taking a picture can easily help your silhouette be understood.

Directions:
Day 1
1. Create a list of 6 words expressing emotion or an action.
2. Draw 6 boxes on a piece of watercolor paper and write, small, in each box one of the words from the list you created.
3. Using color washes, marks and shapes, illustrate the word in each box.
When students are finished with the exercise they are to write down at least 5 activities they like to do when they are not in school. For homework they are to find pictures of them performing this activity or bring in props to take the picture in school the following class.

Day 2-3
1. Students who need to have their pictures taken will begin with that and then print them out.
2. Begin by associating colors to the image chosen.
3. Decide whether it is a very active image or more still to determine what kind of marks and shapes to use. Refer to exercise from prior class.
4. Create a background for your silhouette using color washes, marks, and shapes with watercolors. Let dry and move to next step.
5. Using tracing paper and a pencil trace the outline of the figure in your photograph or create an outline on the tracing paper based on your photograph.
6. Trace and fill in the outline with permanent marker and place over dry background and move around to discover where you want your silhouette.
7. Flip over tracing paper and rub pencil over the area where the silhouette is, make sure the outlines have pencil over them.
8. Flip tracing paper back over and place on painted background. Use tape to hold in place.
9. Trace the outside of the silhouette you created to transfer it to the background paper.
10. Use permanent marker to fill in the transferred silhouette.
Have one page description on choice of silhouette subject, and how the expressive background fits the silhouette for the next class.

Closure: Day 3-4 Computer Lab for scanning final images and blogging.

Critique/Evaluation/Assessment: Online presentation and critique, evaluated by a rubric based on: effort, craft, completion, and participation in the class blogs.

Extensions: experiment with watercolor paints or free drawing.

Vocabulary:
• Silhouette- a subject that is filled in with a solid color contrasting from its background

Bibliography/Refrences: Kara Walker Art; Google Images “Kara Walker”; iPod ad; ArtLex; Color Meaning; Sports silhouettes; Silhouette Photos