The tropical rain forest: a thematic unit.

The recent focus of curriculum revision in the elementary school addresses the learning styles of students more comprehensively than in the past. The reinforcement of learning through the involvement of various disciplines responds to the individual needs of children. Because the material is presented in all subject areas in different ways at the same time, students more readily grasp the concepts.

The Tropical Rain Forest is a unit traditionally studied in social studies and science in the fifth grade. The expanded curriculum has integrated the discipline of art as another component in this area of study. As a result, a unit was developed involving the principles of landscape and design in which mixed media were used to execute the lesson.

Representing the Layers,

Foliage and Animals

In art class, the unit was introduced through the use of charts depicting the various layers of the rain forest, as well as pictures of the foliage and animal life that inhabit the region. Library books were also made available, for viewing and study. During a discussion, the students and I decided to represent the layers, foliage and animals of the area in our landscapes.

We began our paintings with pencils sketches of animals, trees, vines and foliage indigenous to the rain forest. The rules were that five or more trees should be included in this depiction, that at least one of the trees should touch the top of the paper, and one or more of the trees should be bent or leaning. For the illusion of depth, we employed an overlapping technique. Some trees were placed behind others. After the trees were placed, animals and foliage were added. When the students were satisfied that they had completed their drawings, they added line designs in pencil to all of the trees.

The illusion of Depth

The students used black, fine line markers to outline the trees in the foreground, as well as the animals, and the foliage. Extra fine markers were used to outline the background trees and for the line designs on all of the trees.

The students used colored markers only on animals, foliage and the line designs of the foreground trees. Background trees were left in black and white. The contrast between the vivid colors in the line designs of the foreground trees and the black and white and thinner line quality of the background trees, enhanced the illusion of depth.

We added one more component to give the effect of humidity and mist in the background. All of the white areas on the paper, including the background trees, were treated with the wet on wet watercolor technique. We wet the paper a section at a time in order to control the flow of color and keep it from invading the colored marker. The results were very striking and had the appearance of a tropical rain forest.

Pride in Accomplishments

I was struck by the patience and caring of the children in executing this lesson. Although the project took several class meetings, they never wavered in their enthusiasm and desire to complete the project. They were extremely proud of their accomplishments. Some of the paintings were framed and now hang permanently in the Superintendent's office and in an adjacent stairwell.