Students will examine how several artists created a sense of place in depictions of neighborhood scenes.  From memory they will do a drawing of a block in their neighborhood.  Then using reference materials - photos, sketches and written descriptions - students will do a final drawing based on observation. After experimenting with mixing tints and shades and secondary colors, students will paint the the scenes making sure to create balance through the use of color.  Students will compare the process of writing and painting to understand the value of revisiting their work.  This unit will conclude with students writing about their work, reflection on aesthetic decisions, the mood, and how this neighborhood block has changed over time.

Grade 5 Benchmark:

Students begin sequential unit projects; extend knowledge of art media and compositional and design elements; choose new ways of using familiar tools and materials, and deepen imaginative capacities, observational and expressive skills.

Performance Indicators:

Create a painting that demonstrates:
Observation of detail
Use of primary and secondary colors
Use of tints and shades
Balanced composition
Students will be able to: 
Compare and contrast paintings that create a sense of place
Discuss how artists convey their feelings about a place
Make a sketch from memory of well known neighborhood block
Participate in a class discussion about a narrative work of art
Build on the observations of others
Use personal observations to create a drawing of a neighborhood block
Identify tints and shades and secondary colors
Mix tints and shades of primary color and secondary colors
Use a wide variety of colors in a painting
Use color to create balance
Make changes to improve and complete their paintings
Students will understand that: 
Artists express personal visions about familiar places
Artists use carefully observed details to create a sense of place.
Tints and shades can be used to create a wide variety of light and dark colors.
Artists mix a variety of colors to create visual interest.
Color can be used to create a balanced composition.
Artists continually reconsider their work and make changes.
sense of place, details, observation, primary colors, secondary colors, tints, shades, contrast, balance, composition, draft, aesthetic
Formative and Summative Assessment:
Preliminary sketches and works in progress
Observational notes
Informal student reflection/responses to experimentation
Peer critiques of student work
Small group discussion and critiques
Teacher observations of work-in-progress with feedback to student
Questioning students during independent work
Charting of class discussions
Clear teacher expectations, including guidelines, project goals
Completed work
Reflection of final work