MINIATURE TRIPTYCH – Colour, Shape, Horizon

Students will be able to:

1. Create a miniature landscape triptych using one horizon line that connects three individual drawings; 
2. Work cooperatively with two other people to create one artwork;
3. Use repetition of colour and shape to create contrast;
4. Create a story with a beginning, middle and end inspired by the landscape; and
5. Demonstrate technical accomplishment and creativity.

Have students participate in another cooperative art activity, for example:

1. Draw a variety of horizontal lines on paper 9 cm x 15 cm.
2. One strip will be shared by three students. Make sure there are a variety of horizon curves so that each triptych will be unique. 
3. Cut the papers into thirds.
4. Randomly hand out one piece of paper per student.
5. Have students draw their own picture using the horizon line and whatever natural and other objects they want to use. Use watercolour paints and markers to complete the pictures. A cotton-tip or end of a small pencil eraser could be used to paint dots.
6. Once all the pictures are complete, have students find two other pictures that would work with theirs to create a unique landscape. Ask them to work with their peers to combine the pictures into a triptych.
7. Have students explain why they chose the pictures they did.

1. Cut white paper into strips 9 cm x 27 cm (4" x 9"). Three students will share one piece of this paper.
2. Use a pencil to draw a different wavy horizontal line across the length of each of the strips of paper. 
3. Cut each strip of paper into thirds resulting in three 9 cm x 9 cm (4"x 4") squares. These squares will create the triptych.
4. Paper clip the three squares together.
5. Place students into groups of three.
6. Download landscape images from the Internet, for example,
   Horizon Line
   Horizon 2
   Montserrat
   Tree
   Vista
   Horizon 3
   Clouds
7. Gather and make available books with landscape illustrations, for example, The Snail and the Whale, by Julia Donaldson; M Is For Maple: A Canadian Alphabet, by Michael Ulmer; Canada in Colours, by Per-Henrik Gürth.

1. Review or introduce the idea of horizon line in art.
2. View some images and have students point out the horizon lines.
3. Discuss and make a chart paper list of the objects that might be in a landscape, for example, trees, flowers, houses, clouds.
4. Demonstrate how the horizon line can be drawn across the 27 cm (9") strip of paper.
5. Divide the paper into thirds.
6. Cut the paper and place the pieces together to show the horizon line is still intact.
7. Explain that a picture with 3 parts that is meant to be seen as one whole is called a triptych.
8. Introduce the challenge.

1. Once all the triptychs are finished display them in an area for all students to see.
2. Have students stand in their group of three, next to their triptych, and take turns telling their story. 
3. When everyone has had their time to share ask questions such as:
   - How are the horizon lines alike?
   - How did each group use colour to show the horizon line?
   - How are the objects in the pictures different or the same in size and colour.
   - Do you see how any of the triptych sections could fit together to continue your story? 
4. After all the triptych stories have been shared connect all triptychs to make one long strip that demonstrates how the horizon line moves throughout the landscape.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their triptychs and tell their stories – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience
3. Use a checklist to track progress. (Downloads - Triptych_tracking.pdf)
4. Have students use the self-assessment form to evaluate their work. (Downloads - Triptych_self-assessment.pdf)