leaf observation drawing with watercolor

With second graders, I like to emphasize that artists do four things: look.... think.... choose.... do. This lesson is a nice introduction to that four step process. It begins with a whole-group "picture walk" of about five or six close ups of fall leaves (thank you, google image search!). Students are asked to look at the outside shape of each leaf and to trace that contour as big as they can in the air. I then point out the colors and how they blend together in different ways. Using an actual leaf for reference and a dark-colored crayon, I then do a short demonstration of how to draw a leaf, talking out loud as I concentrate on the shape, the direction of the contour, angles and curves, etc. I draw the leaf very large, extending it "off the page" in one place and talk about how artists like to place their subject matter in an interesting way on the page. I refer to the veins on the leaf and add them to the drawing. Then I introduce or review how to care for the watercolors. Finally, I do a quick demonstration of painting in the leaf shape, showing how to paint next to the color before to allow the colors to blend.

Before students begin their drawings, they spend two to three minutes at their tables just looking at real leaves that I have distributed beforehand. I make sure that each table has an ample variety of sizes and shapes of leaves. Color doesn't matter at this point. After this silent observation time, students are asked to think about which leaf they want to draw and how they will place it on the paper, then to choose a crayon and start drawing.

Students show me their drawings before they begin painting. If their leaf uses up less than half the area of the paper, I ask them to draw another one so they will have less empty space. This results in a wider variety of finished work, since some students may have as many as four leaves in their work, while others may have only one. As they paint, I give suggestions to use more or less water, remind them not to paint "backward" with the brush (it's like petting a cat or brushing your hair), and make sure they are holding their paintbrushes "like a pencil" so that they have better control.

When all work is finished and all watercolors and brushes are cleaned up and water containers emptied, students do a "gallery walk" around the room to look carefully at everyone's leaf drawings/paintings. I ask them to look for interesting shapes and colors, and to look for leaves that are similar to theirs. We then come back to a whole group and students are given time to share their observations. I also have them share what they learned about drawing and/or about using watercolors. To finish the lesson and bring in the analysis standard, I pose a question: "What would you change if you did this again?"