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DEEP SPACE5th
Geography and Math Connections
St. Basil’s Cathedral
©DEEPSPACESPARKLE/PATTY PALMER 2016. ALL RIGHTS RESERVED www.deepspacesparkle.com �2
This lesson combines a higher level drawing
technique with an easy-to-achieve watercolor
resist technique. Drawing St. Basil’s Cathedral
can be tedious but if you can teach the children
how to draw a dome and create over-lapping
structures, most all children will be successful.
About St. Basil’s Cathedral: This structure is in
the center of Moscow. The ten churches are
shaped as a flame or bonfire rising in the sky. The
buildings are constructed from red brick and
used as a decorative medium both inside and
out. There are no religious symbolism in the
building. The colors are said to be inspired by
the Heavenly City as described in the Book of
Revelation.
SUPPLIES 1 piece of 12” x 9” 90 lb
watercolor paper
Black waterproof marker
Pan Watercolor Paint
Metallic or regular crayons, including white
Brushes and Water containers
©DEEPSPACESPARKLE/PATTY PALMER 2016. ALL RIGHTS RESERVED www.deepspacesparkle.com �3
You can use pencil and then
trace over with marker but
you’ll want to add an extra
class session or maybe even
two to achieve this. Instead, try
drawing with just a marker. Using a marker to draw helps
children problem-solve by
coming up with creative
solutions to fix their
“mistakes”.
The idea is to start at the bottom and create 3-4 buildings of various heights. Then, create the
next layer of buildings
behind the first.
Using crayons, draw over
black marker lines. This does
two things: adds extra color to emphasize predominant structures and provides a much needed “barrier” to
prevent the watercolor paint
from bleeding.
There is also something
about crayons that make
children relax into a project.
Maybe it’s the smell or the
feel, but whatever it is, children love crayons. I have packs of metallic crayons that I rarely use,
but were perfect for this project. Simply trace over, add or embellish any lines that you wish.
Some children used only white crayon which really created an interesting piece.
The Drawing
©DEEPSPACESPARKLE/PATTY PALMER 2016. ALL RIGHTS RESERVED www.deepspacesparkle.com �4
I used liquid watercolor paints for this project as they seemed easy, but there would be no
reason not to use pan watercolors. Had the children not outlined their buildings with crayon,
the painting would have taken along time to complete. With the added “wall” of crayon,
watercolor paints were applied right up to the crayon edge and the children didn’t have to
wait for any parts to dry before painting a new part.
The benefit of adding the black marker is that the piece looks like a line drawing but it is
achieved without the skill set needed.
©DEEPSPACESPARKLE/PATTY PALMER 2016. ALL RIGHTS RESERVED www.deepspacesparkle.com �5
Drawing St. Basils
To draw the columns, begin by drawing 4 sets of lines along the bottom of the paper.
Make some lines farther apart than others. Connect two lines at the top with either a dome,
rectangle or square. Finish each column by adding layers of details. Some columns are topped
by a rounded-off rectangle and an onion dome while other columns look more traditional.
Show plenty of examples and have the children create their own columns.
©DEEPSPACESPARKLE/PATTY PALMER 2016. ALL RIGHTS RESERVED www.deepspacesparkle.com �6
The next layer of columns are drawn behind the first. I like to ask the children to create
lots of details with their first layer of columns and then the ones set behind are bigger
with less detail.
Onion domes have lots of round details like scalloped edges, crosses and brick details.
Drawing St. Basils
©DEEPSPACESPARKLE/PATTY PALMER 2016. ALL RIGHTS RESERVED www.deepspacesparkle.com �7
Grade five st. basil’s
CREATING Generate and conceptualize artistic ideas and work — combine ideas to generate an
innovative idea—demonstrate diverse methods to approaching art making
Organize and develop artistic ideas and work — experiment and develop skills in multiple
techniques through practice—show craftsmanship through care—document objects of
personal significance
Refine and complete artistic work—create artists statements using art vocabulary to
describe personal choices in art-making
Presenting/producing Analyze, interpret and select artistic work for presentation— define roles and
responsibilities of a curator—explaining the skills/knowledge needed to preform curation
Develop and refine artistic work for presentation — develop a logical argument for safe
and effective use of materials and techniques for preparing and presenting artwork
Convey meaning through the presentation of artistic work —cite evidence of how an
exhibition in a museum presents ideas and provides information about specific concepts
Responding Perceive and analyze artistic work- compare interpretation of art to another’s interpretation
—analyze cultural associations suggested by visual imagery Interpret intent and meaning in artistic work — interpret art by analyzing form, structure,
context information, subject, visual elements, and use of media to identify mood and ideas
conveyed
Apply criteria to evaluate artistic work— recognize differences in criteria used to evaluate
works of art depending on styles
Connecting Synthesize and relate knowledge and personal experiences to make art- apply formal and
conceptual vocabularies of art and design to view surroundings in new ways through art-
making
Relate artistic ideas and works with societal, cultural and historical context to deepen understanding
NATIONAL CORE ARTS STANDARDS-fifth grade
X
X
X
X
X
X
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X
©DEEPSPACESPARKLE/PATTY PALMER 2016. ALL RIGHTS RESERVED www.deepspacesparkle.com �9
CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
By having students create a work of art inspired by St. Basil’s Cathedral in Russia, they are visually developing the main ideas they learned from this style of architecture by drawing a rendering of the cathedral, but also by adding their own creative details.
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
As students complete an artist statement (page 10), they are supporting claims about what their artwork means. This requires them to build their answer based on how they created the work as evidence pointing toward the composition’s meaning.
CCSS.Math.Content.5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Through the use of geometric shapes to create their buildings for their cathedrals, you can ask students to identify similar attributes among the shapes they drew such as, “What do the rectangles and squares have in common that we used in our art?”
• Today I will learn about LINE and SHAPE, so that I CAN use these elements to draw St. Basil’s Cathedral with a variety of details and patterns.
• Today I will learn about OVERLAPPING, so that I CAN create the illusion of space by drawing structures that appear to be in front of or behind others.
• Today I will learn about WATERCOLOR RESIST, so that I CAN paint over my crayon marks having them be revealed underneath the paint effectively.
I can statements for st. basil’s
common core standards for st. basil’s
©DEEPSPACESPARKLE/PATTY PALMER 2016. ALL RIGHTS RESERVED www.deepspacesparkle.com�10
WHAT IS THE NAME OF YOUR ARTWORK?
HOW DID YOU CREATE YOUR ARTWORK? (What tools, supplies and techniques did you use?)
WHAT DOES THIS PIECE OF ART MEAN TO YOU? (You can use “I” statements and talk about your inspiration and what creating
this piece of art means to you)
Artist StatementYour name
D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B
ASSESSMENT CHECKLIST
Student Name:
Did the student draw a cathedral with overlapping buildings inspired by St. Basil’s in Moscow?
Did the student decorate their buildings with different patterns?
Did the student paint their drawing with multiple bright colors of watercolor?
Main Ideas from:
ST. BASIL’S CATHEDRAL
WATERCOLOR