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Weather Art

Students investigate a variety of weather phenomena through art images and create a landscape that depicts a specific weather happening.

  • Grade 6
    Grades 7 and 8
  • 60 to 90 Minutes
  • Directions

    1. Discuss with the students the characteristics and create a list of various weather categories such as: gales, storms, tornadoes, hurricanes, etc. on the classroom Smart Board).
    2. Review art images using the classroom computer and Internet connection that relate to the characteristics list they created in the first step of this lesson plan. Sample images may include the following art pieces: Wheatfield in Rain-Van Gogh-1889; Wheat Field with Reaper and Sun-Van Gogh-1889; Paris Street Rainy Day-Gustave Caillebotte-1877; Winter Road to Versailles – Pissarro -1869; and/or Dutch Boats in a Gale-Turner-1801.
    3. Students may continue additional research into weather depicted through art by visiting appropriate websites such as: http://www.citylab.com/weather/2014/03/what-old-paintings-can-tell-us-about-climate-change/8714/ and/or https://artsedge.kennedy-center.org/educators/lessons/grade-3-4/Exploring_Weather.aspx.
    4. Once research is complete, invite students to choose a weather condition and create a watercolor painting depicting the weather condition is some type of setting: landscape, cityscape, imaginary environment, etc.
    5. Discuss with students and demonstrate basic watercolor techniques such as: washes, graduated washes, bleeding, wet and dry watercolor brush techniques.
    6. Using Crayola Watercolor Pad paper, students sketch on their painting idea and paint. Have available the following Crayola products for this lesson: Watercolor Pad, Watercolor Colored Pencils, Paint Brush Pens, Washable Markers, Washable Fine Line Markers to create their painting content using several of the techniques listed in the previous step of this lesson plan.
    7. Once complete and artwork is dry, invite students to verbally present their painting idea to the class discussing the weather condition and how they depicted the weather condition in their artwork.
  • Standards

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

    LA: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

    VA: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.

    VA: Combine concepts collaboratively to generate innovative ideas for creating art.

    VA: Develop criteria to guide making a work of art or design to meet an identified goal.

  • Adaptations

    Students choose a specific weather action and research as many pieces of various types of artwork that reflects the weather action. Students 'curate' a visual show of the artwork they gathered in their research.

    Students create a visual timeline of the weather in their neighborhood for a day, week or month.

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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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