Raised Salt Painting

Objective/Goal of the lesson:

1) Students will create a personally significant calligraphic line project.

2) Students will identify a shape of a common object within their line project and fill
those spaces with a solid color of paint.
3) Students will reflect on the art piece using VTS/art criticism questions.
4) Students will write a short artist statement about the piece when it is finished.
 
Benchmark:
0.1.1.5.1
Identify the elements of visual art including color, line, shape, texture, and space.
0.2.1.5.1
Create original two dimensional artworks to express ideas, experiences, and stories.
0.3.1.5.1
Share and describe a personal artwork.

 
Materials Needed: 
White card stock (1 4 1/4” x 5 1/2” piece for each student)
White glue (Bottled glue)
Table Salt
Spoon for sprinkling salt (1 per table)
5-6 colors of watered down tempera paint (1 set per table of students)
5-6 Paint brushes (1 for each color of paint) (1 set per table of students)
Flat container with sides for salt process (1 per table of students)
A container that extra salt from other container can be poured into
Paper towels for each table

The procedure and timing of the activity:

The teacher will demonstrate each step before students do each step. The time
includes the demonstration and the time it takes the students to complete each
step.
Step 1: 10 minutes
Each student has a piece of white card stock. Students use a bottle of glue to draw a
continuous line with curves and loops that cross each other at least 10 times, but stay
on the paper.

Step 2: 15 minutes (4 students at each table)

Students place the card stock in the flat container and sprinkle salt on the entire surface
of the drawing. Students slightly shake the drawing to make sure the glue lines are
covered with salt. Student tips paper to let extra salt fall into the flat container. After 2
students have completed this process, extra salt can be poured back into salt container
to be used again.

Step 3: 15 minutes
Students choose a paint color and dip the paint brush into the paint and then dab the
brush on several sections of the line of glue. Students are reminded to gently dab the
brush onto the salt and not to push into the glue. Students continue this process with
other colors until the lines are mostly colored in a variety of paint colors.

Step 4: 10 minutes
Students look for everyday objects in their drawing and use one color of paint to fill in
the sections that make up a common object.

Step 5: 1 minute
Students place their card stock in the corner of their table to dry.

Step 6: 10 minutes
Students help by rinsing out paint brushes and containers and putting away supplies.

Step 7: 10 minutes
The teacher guides students to look at their drawing and asks them, “What do you
notice about your drawing?” “What makes you think that or say that?” “What else do
you see?” “What objects did you notice in your drawings?”

Step 8: 10 minutes
Students create their artist statement.

Assessments: 
Assessment Objective 1: Finished Calligraphic Line Project: 
Criteria
a. Glue drawing has at least ten crossing lines.
b. The piece looks neatly made and well cared for               
Assessment Objective 2
Students will show they have recognized one common object within their line project by
filling those spaces with one color of paint.
Assessment Objective 3
Students will turn in a paper that answers the VTS critique questions    
Assessment Objective 4
Students will turn in a short artist statement explaining the reasons for their work.
Example Questions:
What color paints did you choose and why?
Did you recognize any shapes within your work?
What elements of art did you use?

Explanation of how this activity exercises visual literacy skills and how it could
relate to a larger unit of study
This activity exercises visual literacy skills first by being able to create a piece of art with
the elements of art such as: line, color, and texture and second by answering VTS
critique questions and reflecting on the reasons for their work through creating a short
artist statement. This activity is an opportunity to create an image and then find,
interpret, and evaluate the finished product. This practice encourages an appreciation
and comprehension of visual communication.

This activity could be used during a unit on the teaching of the elements of art. I would
use this activity after spending time learning about color families and then allow
students to choose primary colors that will bleed into each other to create secondary
colors.