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©2009 www.funartlessons.com
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A forty-eight page Art
Unit appropriate for
students age 8-16 in
art classes,
scout groups,
recreation classes,
after school clubs,
independent study,
home school settings
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A FunArtLessons.com
ART UNIT
By Kari Wilson
©2009 www.funartlessons.com
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About the Author
FunArtLessons.com
art unit components
How to use this Power
Point: book or slideshow
National Standards
I Can Statements:
learning goals and objectives
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Lesson Sequence Chart
Materials List
Art Words: vocabulary
Student Gallery
Teacher Section
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“I Can” statements*
Guiding Question
Project Description
Journal Response Topics
Research Task*
Art Start activities
Project Directions
Assessment Guide*
Self-Critique*
Artist’s Statement*
*Copy master included.
Student Section begins on page 20
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Kari Wilson has been an educator for over twenty years,
teaching first through sixth grades as well as middle
school language arts and social studies. Her current
passion is teaching art at a public middle school in Grand
Rapids, Michigan. Kari's own education includes a
Bachelor of Fine Arts from San Francisco State University,
a Master of Fine Arts from the University of Arizona, and
a Master of Education, along with teaching credentials.
Kari stepped out of the classroom for several years to
serve as a Curriculum Associate in a large California
school district, where she developed a variety of
programs from “Back to School with Basic Health and
Safety” to “The Achievement Club,” a program designed
to help struggling readers. This program received the
Golden Bell award from the California School Boards
Association. As a member of the California History Social
Science Project (CHSSP), Kari was involved in the
development and implementation of numerous social
studies units. Kari’s unit, Child Work in Colonial Days,
was published by the UCLA branch of CHSSP.
Kari has continued exploring her interest in history as a
recent participant in a Gilder Lehrman summer institute
at the Woodrow Wilson Presidential Library, where she
engaged in research for the development of a series of
civics lessons which include integrated art activities.
These lessons on the Core Democratic Values, as well as
her other curriculum units for preschool through 10th
grade, are available online at FunLessonplans.com, a
companion site to FunArtLessonplans.com.
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
Guiding Question
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The guiding question provides “food for
thought” to help connect the project to a
larger philosophical discussion.
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Journal Response Topics
Students write responses in their sketchbooks
and share with partners and group mates. This
process helps enrich class discussion and helps
students plan their project.
Slides provide step-by-step instructions. During
project work days demonstrate additional skills
or methods as they become necessary. The
Lesson Sequence chart provides a basic time
frame for the project. During project work days
circulate assisting students with methods,
techniques and ideas.

Assessment
Use the “I Can” slide and worksheet to help
students track their learning. Use the
Interactive Assessment Guide to engage
students in analyzing the ways in which their art
and work habits meet the project criteria. The
self-critique questions ask the artist to reflect
on the art-making process. Answers can be
rewritten on the form provided to create an
Artist’s Statement.

Exhibition
Art Start
Art Start is a series of independent activities
which provide exercise in basic art skills and
concepts needed for the unit project. Students
work independently in their sketchbook the first
10-15 minutes of class.

Research
The research component encourages students to
explore cultural, historical and environmental
connections between the unit project and the
world beyond the classroom.
©2009 www.funartlessons.com
The Project
It is important for students to have the
opportunity to display their work to complete
the process of communication in which artists
are engaged. Instructions are provided for
students to create a gallery information card,
write an artist’s statement and find an
appropriate venue for display.
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If you have a computer and digital projector in
your classroom:
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If you do not have a digital projector in your
classroom:
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Read the Teacher Section directly on the computer
screen as you plan your lessons. Then, display the
Student Section ArtStart sketchbook activities and stepby-step project instructions as a slideshow for your
class. Print out only the student worksheets, as needed.
Read the Teacher Section on the computer screen as you
plan your lessons. Photocopy Student Section pages to
use as hand-outs. Use the step-by-step project
instructions to plan the project and guide your
demonstrations.
If you do not have a computer in your classroom:
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Print entire document and use as you would any hardcopy, teacher resource publication. Make photocopies of
Student Section pages to use as handouts.
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Content Standard
Achievement Standard
Understanding and applying
media, techniques, and processes
Students apply media, techniques,
and processes with sufficient skill,
confidence and sensitivity that
their intentions are carried out in
their art.
Choosing and evaluating a range
of subject matter, symbols, and
ideas
Students integrate visual, spatial
and temporal concepts with
content in their artwork in order
to communicate intended meaning
in their artwork.
Understanding the visual arts in
relation to history and cultures
Students describe and place a
variety of art objects in historical
and cultural contexts.
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Your students will learn about art, themselves and the world in this unit. They will also have fun! The “I Can” statements
are a kid friendly way of presenting the learning goals and objectives of this unit, all of which have been aligned with the
National Art Education Association Standards.
Have students write each “I Can” statement in their sketchbooks as they gain new skills.
Or, photocopy the “I Can” statements check-off sheet in the student section so that students can track their progress.
I can:
• Describe the subject matter of three
paintings by Henri Rousseau.
• Interpret symbolic meaning in
paintings by Rousseau.
• Use dry-brush and impasto
techniques to show texture in
painting.
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Day 1
Day 2
Day 3
Day 4
Day 5
Slides 20-27
Slides 28-31
Slide 32-34
Slide 33
Slides 35-36
•Introduce
project
•Art Start #2
•Art Start #3
•Art Start #4
•Plan
painting
•Share “I Can”
statements
•Journal
Response 2
•Share
research in
small groups
Slide 46
•Introduce
vocabulary
•Discuss Guiding
Question
•Journal Response 1
•Art Start 1
•Research
Slides 14-19
•Show
student
gallery
images as
time allows
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•Go over
project
criteria
•Make a
sketch
•Hand out
optional
student
copy,
slide 47
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Day 6
Day 7
Day 8
Day 9
Day 10
Slide 37-38
Slide 39-42
Slide 43
Slide 44-46
Slides 47-50
•Demonstrate
use of painting
materials
•Demonstrate
dry-brush
and impasto
techniques
•Demonstrate
techniques
to blend
magazine
collage with
painting
•Students
mount
paintings on
large sheets
of
construction
paper
•Make
Gallery card
•Fill out
Assessment
Guide
•Write Artist’s
Statement for
display
•Prepare paper,
tape to painting •Work on
boards, if
paintings
possible
•Work on
paintings
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showcase in your
school or local
community center
•Fill out SelfCritique
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Student-made sketchbooks
 Variety of drawing supplies for Art Start
activities
 Acrylic or tempera paints
 Egg cartons or paint palettes
 A good variety of brushes
 Water containers, newspaper, smocks
 Large sheets of heavy duty paper
 Work boards* I use large chipboards for each
student so that they can tape down their
painting paper to reduce curling and buckling.
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*optional
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Introduce vocabulary as you begin the project. Reinforce terms during Art Start activities. Invite
students to write vocabulary words and definitions in their sketchbooks. Encourage students to use Art
Words as they answer journal responses and discuss art work.
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Proportion
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An element of art that describes
the size, location or quantity of
one element to another in a
work of art.
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Dry-brush
A painting technique in which
the brush is squeezed of all
water, loaded with paint then
applied to the paper or canvas
to achieve a ‘scratchy’ textured
appearance.
Composition
Style
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Impasto

A painting technique in which
paint is applied thickly with
brush or palette knife to provide
texture.
©2009 www.funartlessons.com
An artist’s unique approach to
using the elements and
principles of art to express ideas
and emotions.
Texture
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The arrangement of shapes,
colors, forms, and light and dark
areas in a work of art.
The way a surface feels to the
touch or the way it looks as if it
might feels, such as bumpy or
smooth.
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Student Section
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After studying the paintings of Henri Rousseau, paint
a landscape from your imagination. Your painting
should include a collage animal, a sleeping figure as
well as a foreground and background.
©2009 www.funartlessons.com
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You will learn about art, yourself and the world in this unit. You will also have fun!
Write each “I Can” statement in your sketchbook as you gain new skills.
I can:
• Describe the subject matter of three
paintings by Henri Rousseau.
• Interpret symbolic meaning in
paintings by Rousseau.
• Use dry-brush and impasto
techniques to add texture to a
painting.
©2009 www.funartlessons.com
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Directions: You will learn about art, yourself and the world in this unit. You will
also have fun! Check off each “I Can” statement as you gain a new skills.
I can:
 Describe the subject matter of three paintings by
Henri Rousseau.
 Interpret symbolic meaning in paintings by
Rousseau.
 Use dry-brush and impasto techniques to add
texture to a painting.
©2009 www.funartlessons.com
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
Proportion
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An element of art that
describes the size, location
or quantity of one element
to another in a work of art.
Drybrush
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A painting technique in which
the brush is squeezed of all
water, loaded with paint then
applied to the paper or canvas
to achieve a ‘scratchy’
textured appearance.

A painting technique in which
paint is applied thickly with
brush or palette knife to
provide texture.
©2009 www.funartlessons.com
The arrangement of shapes,
colors, forms, and light and
dark areas in a work of art.

Style
 An artists’ unique approach
to using the elements and
principles of art to express
ideas and emotions.

Texture

Impasto

Composition
The way a surface feels to
the touch or the way it looks
as though it would feel, such
as bumpy or smooth.
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Think about this question as you study the paintings of Henri Rousseau
Henri Rousseau painted many images of jungles and other
lands he had never seen as well as a strange juxtaposition of
objects such as monkeys with back scratchers.
What is the source
of an artist’s unique vision?
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What are some places you’d like to visit?
 List
three natural landscapes that
you’d like to visit such as an island
or the arctic tundra.
 List three adjectives for each
landscape.
 Explain where you’ve gotten your
ideas about what it is like in each
location.
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Use oil pastels to make a sketch of the well-known
painting by Rousseau, “Sleeping Gypsy,” 1897.
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Use colored pencils
to draw blades of
grass and large
jungle leaves like
those in this
painting.
 Layer colors to show
the light shining on
one edge of a leaf
or blade of grass
and shadow on the
other.
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Henri Rousseau never traveled to faraway jungles. His jungle plants were
painted from studies he made in the botanical gardens in Paris.

Do you think this is a
realistic painting?
Why or why not?

Look closely and you
will see that the
monkeys are holding
a milk bottle and a
backscratcher.
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If particular objects,
animals or plants in
this painting are
symbols what might
they mean?
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Birth/death dates & location
Education
Important life events
Henri
Rousseau
Influences and
important people
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Quotation by Rousseau
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Birth/death dates & location
Education and Training
Important life events
Henri
Rousseau
Influences and
important people
©2009 www.funartlessons.com
Opinion about himself as an artist
and quotation by Rousseau
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Henri Rousseau painted people in
unusual settings. Here he has
painted two costumed figures in a
forest far away from any Carnival
activity.
People were surprised when they
first saw this painting.
Use watercolors to paint a moonlit
night sky, clouds and ground.
When the paint dries use ink or
black water color to paint the
trees.
Squeeze drops of ink or thin black
paint onto the bottom of your
paper.
Use a straw to blow the droplets
from the ground up to the sky to
create the silhouette of tree
branches against the sky.
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 This
painting from
1907 is call “The
Snake Charmer.”
 Use colored pencils
or marker to draw a
picture of a
mysterious
landscape.
 Include a mysterious
figure as a
silhouette in the
foreground.
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Your painting should
include:
 Landscape with
foreground and
background.
 animal magazine
collage
 Sleeping figure or
mysterious
silhouette, painted
 Dry brush and
impasto technique
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
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Make some sketches of
landscape possibilities
in your sketchbook. Try
to think of at least
three different types of
environments such as
forest, desert, or
mountains.
Find an animal or two
from a magazine that
you plan to include in
your landscape.
Cut it out carefully so
that it is free of the
background.
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Gather your materials
 You will need
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Paint, acrylic or
tempera
An assortment of
brushes
Newspaper, a water
container and a smock
or old clothes
A large piece of
paper
A painting board,
chipboard or stiff
cardboard
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 Use
masking tape to
tape your painting
paper to a work
board.
 Carefully tape
around all edges
about ½ inch all
the way around.
 Place the tape
evenly so that when
you remove it you
will have a clean,
straight edge.
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 Lightly
draw your
composition on your
paper.
 Think about how
you want to arrange
the shapes and light
and dark areas so as
to direct the
viewer’s gaze to
your most important
subject matter.
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 It
is often easier to
paint big areas of
color first.
 You may want to
paint the
background and sky.
 With tempera or
acrylic paint you
can add details and
texture after the
paint dries or even
make changes.
©2009 www.funartlessons.com
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Next, paint details on
top of the background
and sky.
 Try adding texture
with dry-brush
technique or thick,
impasto style
painting.
 When the paint dries
use a glue stick to
glue your magazine
collage animal onto
the background.
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 Paint
plant leaves or
other details around
your collage animal
to help it blend into
the scene.
 Dry-brush and
impasto techniques
can be used to
blend the collage
element with the
rest of the painted
surface.
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 An
acrylic gloss
medium can be
brushed over your
finished work to
give it a shiny
surface and bring
out the richness of
the hues.
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 Carefully
peel up
the masking tape
that has held your
painting to the
work board.
 Sign your name to
your work!
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Fantastic Forests
Landscape painting
Sketchbook
Landscape
Craftsmanship
Effort
Citizenship
3
Wow
All Criteria Met
2
Good Job!
Most Criteria Met
1
Keep Trying!
Some Criteria Met
I Completed 4 art start activities
with care and attention to detail.
I Completed journal responses1 &
2 thoughtfully and neatly.
I included a background and
foreground, a collage animal
figure and painted a sleeping
figure. My composition directs the
viewer to the most important parts
of the image.
I used impasto and dry-brush
techniques effectively. I used tape
to create a straight, clean edge. I
painted the entire surface of my
paper.
I always used class time wisely. I
completed each part of the
assignment to the best of my
ability.
I was careful with supplies and
equipment. I cleaned up after
myself and helped others. My
attitude was enthusiastic and
respectful.
©2009 www.funartlessons.com
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Name
Directions: For each category where you feel that you have earned a 1 or 2 make notes in the
boxes to explain why.
Fantastic Forests
Landscape painting
Sketchbook
Landscape
Craftsmanship
3
Wow
All Criteria Met
2
Good Job!
Most Criteria Met
1
Keep Trying!
Some Criteria Met
I Completed 4 art start
activities with care and
attention to detail.
I Completed journal
responses1 & 2 thoughtfully
and neatly.
I included a background and
foreground, a collage animal
figure and painted a sleeping
figure. My composition directs
the viewer to the most
important parts of the image.
I used impasto and dry-brush
techniques effectively. I used
tape to create a straight,
clean edge. I painted the
entire surface of my paper.
Effort
I always used class time
wisely. I completed each part
of the assignment to the best
of my ability.
Citizenship
I was careful with supplies
and equipment. I cleaned up
after myself and helped
others. My attitude was
enthusiastic and respectful.
©2009 www.funartlessons.com
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Directions: Make a gallery card to put next to your painting.
Use an unlined index card or piece of card stock. Write the
following information on your gallery card in dark or colorful
marker.
 Title
 Your
Name
 Medium (materials you used in your art, in
this case, acrylic, paper and gloss medium)
 Date
©2009 www.funartlessons.com
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Directions: Look carefully at YOUR work of art. Answer each question in complete
sentences. Use four vocabulary terms: composition, proportion, dry-brush, impasto.
Circle each term you use.
1.
Describe your artwork. Tell about the materials you used,
describe details such as brushstrokes, symbols, and color choices.
2.
What are some of the challenges you faced in completing your
painting? What did you learn from this project?
3.
Choose an element or principle of art that you used successfully.
How did it contribute to your artwork?
©2009 www.funartlessons.com
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Name
Art Self-Critique
(Kri teek: to discuss a creative work, giving an assessment of its successful qualities.)
Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use 4 vocabulary terms :
composition, proportion, dry-brush, impasto. Circle each term you use.
1. Describe your artwork. Tell about the materials you used, describe details such as
brush strokes, symbols and color choices.
2. What are some of the challenges you faced in completing your painting? What did you
learn from this project?
3. Choose an element or principle of art that is used successfully . How did it contribute
to your artwork?
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Artist’s Statement by
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Thank you for using this FunArtLessons.com
Art Unit!
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