Paint Blending

Minnesota 6-8 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space are used in the creation of, presentation of, or response to visual artworks.

  • 1b. Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.

  • 1c. Describe characteristics of Western and non- Western styles, movements and genres in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Demonstrate the characteristics of the tools, materials and techniques of various two-and-three- dimensional media for intentional effects in original artworks.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Analyze the meanings and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create original two- and-three-dimensional artworks in a variety of artistic contexts.
  • 4b. Revise artworks based on the feedback of others and self-reflection and artistic intent.
  • 4c. Develop an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Assemble and prepare personal artworks for public exhibition.
  • 5b.Revise a presentation based on the feedback of others, self-reflection and artistic intent.
  • 5c. Develop an artistic intent, including how audience and occasion impact presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze and interpret a variety of visual artworks using established criteria.

    • Additional Tie-ins

  • Painting skills
  • Stained Class
  • Implied Motion
  • Line weight/style/type
    • Students are shown how painting has advanced and "devolved" over the years through a brief survey of art history. Discussion focuses on how artists learned how to paint realistically and how that realism depends on blending paint from shadow to highlight.

    Paint blending is the key to painting realistically and this project gives students the skills necessary to blend colors.

    After the art history lesson the teacher demonstrates blending with paint in front of the class while students follow along, blending spheres, cylinders, and random shapes.

    Students start their project by lightly drawing random shapes and lines on their paper, being sure to include lines that bend or angle. Angled and bent lines imply movement and make the lines look alive and organic.

    Next students work on the individual shapes. It's recommended that students start with the base color and then add a darker or lighter version of that color while the first layer is still wet so that the two colors can be blended together with the brush. After one shape is finished the student moves on to another shape. Each shape should include some blending so that the shape looks 3-D.

    When all the shapes are painted, the lines defining the shapes are traced over with a black glue to make slightly raised black lines.

    Evaluation:
    2 point -- Variety of shapes
    3 points -- Implied Motion shown
    4 points -- Blending from light to dark
    1 points -- Careful use of black glue to outline shapes
    10 points total