Skip to content
Would you like to visit your local site?


We noticed you’re located in New Zealand. There isn't a local site available. Would you like to visit the Australian site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Skip to Content
Back to Become a Creative Champion with Crayola
Skip to Navigation

Color Lifting

Make a drawing deep---and lift the colors!---with this creative erasure technique.

  • Grade 4
    Grade 5
    Grade 6
  • 60 to 90 Minutes
  • Directions

    1. When you look at a distant landscape, have you noticed that objects that are far away seem slightly faded compared to those in the foreground? This idea, called "atmospheric perspective" is the concept that realistic landscape painters use to make their paintings seem deep. We see the world through the air, which has density. On some days, such as a misty morning or a hot and hazy afternoon, you can see even less than on a clear day.
    2. To create a realistic landscape drawing, students will use Crayola® Erasable Colored Pencils to draw a scene on white paper. Make sure the drawing has a background, a middle ground, and a foreground.
    3. Now, lightly erase most of the background, leaving only a hint of it behind. Erase about half of the middle ground. Leave the foreground untouched. The drawing seems to have much more depth than when you began. The foreground colors appear to lift right off of the page!
  • Standards

    LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expression their own clearly.

    LA: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    LA: Include multimedia components and visual displays in presentations to enhance the development of main ideas or themes.

    SCI: Ask questions about the natural and human-built worlds.

    SCI: Construct original explanations of phenomena using knowledge of accepted scientific theory and linking it to models and evidence.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

    VA: Select and use the qualities of structures and functions of art to improve communication of their ideas.

  • Adaptations

    Students investigate atmospheric perspective in photography. How does this compare to atmospheric perspective in art? Organize research into an electronic presentation for class viewing.

    Is atmospheric perspective affected by the weather/seasons/temperature?

    Students investigate paintings created by artists of the Hudson River School. These realistic paintings use atmospheric perspective to show depth. Choose a portion of one of these paintings and draw it using Crayola Erasable Twistables.

    Investigate one of the artists that studied at the Hudson River School, such as Thomas Doughty, Asher Durand, or Thomas Cole. Prepare an electronic presentation on your research.


Share this Lesson Plan

Back to top