Water Color Technique Analysis

The sequence of instruction involved experimentation, more direct instruction with established criteria, and finally the actual assignment. This sequence helped because it first gave the class time to get familiar with the watercolors and allowed for creativity and self-discovery. The second step of the sequence taught the class new watercolor techniques that we could use for our assignment. The arts were integrated with writing when we used our watercolors to paint out the acronym TWA. TWA is a strategy used in SRSD to help students gather information for their opinion essays.

Some of the water color techniques that we practiced were: wet-on-wet, wet-on-dry, dry-on-dry, wash, dabbing (+/-). The use of different techniques allowed for much more diverse and dynamic pictures amongst the class. The final pieces required that we use all the techniques for our TWA letters, and that each letter be on a different piece of paper.

It was also difficult because of the time-constraint, my partner and I were not able to finish the pieces in the required amount of time. We ran out of time before starting the last letter, so during recess, my partner and I rushed to finish it. I worked on one-half of the paper, she worked on the other half. This allowed us to finish on time. We had divvied up the other two letters, working on them individually (for the most part). This was likely the reason we ran out of time, because working on a piece together takes up considerably less time. However, while we were both reasonably happy with our individual pieces, neither of us quite liked the one we did together. Therefore, a discovery that I made was that both individual and collaborative work have their benefits and