Tubbs Hill Mural Project: Class Prep
The following is an overview of what each class will be painting on the mural, and some information for the students and teachers to get everyone thinking. Photographs at the end are to illustrate some of the concepts.
Mural Student Prep and Information by Class:
Sky Gradient (Kindergarten)
Much of the time, the sky gets lighter closer to the horizon, and darker overhead. This has to do with how much of the atmosphere we are looking through. The atmosphere is the layer of particles that earth’s gravity holds close - it includes the air we need to breathe. When you look straight up from earth, you are looking through less of the atmosphere than when you look towards the horizon. The more particles we look through, the hazier things seem. We will be painting the sky on our mural to show this, using dark paint at the top and lighter paint at the horizon, then blending between the two. Students will use small rollers to apply paint and will be instructed to be careful not to let the paint get thick. We need to work in thin smooth coats so that the paint can dry the right way and last a long time.
Students can prepare by looking at the sky on a visit to Tubbs Hill or in photographs. This dark to light effect will not always be present. It is best seen on clear bright days.
Water Gradient (1st-Wey)
Water is very reflective. A lake reflects the colors of the sky and the land around it. Since our sky will be a dark to light blue, lighter at the horizon, our water will reflect this and also look lighter at the horizon. Read the information under Sky Gradient to understand why the sky will be dark to light. We will work in thin smooth coats so that the paint can dry the right way and last a long time.
Students can prepare by observing the overall appearance of the water on the lake during a visit to Tubbs Hill or by looking at photographs. See what reflections the students can observe beyond just the light to dark gradient. If looking at photographs, how do the reflections change when the sky and weather look different?
Distant Mountains (4th-Mar)
Start by reading the information under Sky Gradient. In nature, objects that are further away from us look lighter and bluer. This is called the atmospheric effect and is due to the way our eyes perceive light. Sunlight bounces off objects and our eyes receive some of the light. Things look different colors because different materials absorb and reflect different parts of the light spectrum, and our eyes perceive the colors that are reflected. Particles in the sky tend to reflect light that is in the blue spectrum, and so we think of the sky as being blue. You might notice that the blue of the sky can be different on different days, and this is because the particles in the air can vary. When we look at things that are far away, like the mountains across the lake, we are looking through more air particles than when we look at things that are close by. Those extra air particles have color, and so affect the overall color we perceive when we look at the mountains. When you see layers of mountains, each layer that is further away looks lighter and bluer. If you stand on Tubbs Hill and look at one of the pine trees and notice it’s color, then look across the lake to the hills and mountains further away, you can easily see the change.
Students can prepare by observing the appearance of mountains on Tubbs Hill or in
photographs of the hill. This is relatively simply, so challenge them to see what other places they can see the atmospheric effect.
Land Areas (1st-Woi)
Tubbs Hill is a mix of rocks, grass, and trails. We will be painting all of these areas with the first coat of paint. We won’t get into the details like moss and lichens on the rocks, but we will be creating the shapes of everything that is part of Tubbs Hill. We will need to be very careful in painting so that we don’t damage the water and sky that have already been finished. What we paint will be the finished layer for much of the space, and it is important that we paint cleanly. We’ll be careful to paint in thin layers so that the paint can work right and last a long time.
Students can prepare by looking at the shapes they see at Tubbs Hill, either on a visit or in photographs. What different shapes does the hill have? How about where the rocks meet the water? Where are the slopes steep or gentle, what is in those areas?
Water Details and Reflections (4th-Sch)
Start by reading the information under Water Gradient. The base layer of the water will already be finished, and we will be working to put in the reflections of the land forms. These reflections happen in two different ways on the lake. First, land that is at more of a distance creates a reflection that can look like a mirror in the water of what is on the land above. We will have an area like this to paint, where Corbin Point juts out into the water a little ways away. Water also reflects the land we are standing on in the front side of the waves that approach and recede from the shoreline. We will have a couple areas like this to paint, where we will be putting in darker wave shapes. Waves don’t last long enough for us to see all the details in the color that is being reflected in them, so we’ll make our waves different, darker blues that have hints of the colors from the land in them.
Students can prepare by looking at reflections and waves while on a visit to Tubbs Hill or by looking at photographs of Tubbs. Challenge them to see the colors and shapes that show up in the reflections. Different light conditions will affect the kinds of reflections.
Tree Trunks Detail (2nd-DuC)
We will be painting the trunks of the trees to look like specific kinds (species) of trees that are found on Tubbs Hill. Different trees grow better on different parts of the hill, and we will paint our trees on the mural to match where different species are more commonly found. For example, on the south side of the hill there are a lot of Ponderosa Pine. Other common species are Western White Pine, Larch and Douglas Fir. See bottom of this document for identification tips.
Students can prepare by examining the differences in the bark of Ponderosa Pine, Douglas Fir, and White Pine while on a visit to Tubbs Hill or by looking at photographs. Teach them to identify these trees apart from each other. Add other trees found on Tubbs Hill as desired. If going on a field trip, have students notice where they find which of these trees growing.
Paths and Rocks (2nd-Bag)
We will be painting the details of the paths and rocks on Tubbs Hill. The shapes will already be painted where they go, but we will give these areas the details that will make them feel real. The rocks on Tubbs Hill have been there a long time, giving lichens a chance to grow. The paths are a mix of rocks and soil that have been worn down by the feet of visitors. We will use many slightly different colors that can be found on the rocks and path to paint the shapes of the lichens, moss, and rocks and pebbles on the path.
Students can prepare by examining the appearance of lichens, moss, and the trails of Tubbs Hill either on a visit or in photographs. Observe the many colors that are on the rocks and the kinds of shapes of the pebbles and rocks on the trail. If we can mimic these shapes and colors, our rocks and trail will come to life in the mural.
Shrubs/Details (3rd-both)
We have one of the trickier parts of the mural to paint: the grasses and shrubs. Different plants can look very similar, but if you look close, there are many differences to find. We will paint some plants that are common on Tubbs Hill, and show them as they look in the spring, when it is easiest to identify them.
Students can prepare by breaking into groups of 3-4 students, each with a different plant from Tubbs Hill to observe and practice drawing. For this it will be best to use photographs since some can’t easily be seen this time of year. Have students notice the different greens in leaves, and figure out what colorsand shapes of their plant make it different from others.
Leaves/Needles (5th-both)
The tree trunks and limbs will already be painted, but we will be adding the needles (and leaves?). 2nd graders will paint trunks that match specific species of trees. We will add the needles that match each species, giving the trees character and life. Read the information under Tree Trunks Details above, also the identification tips at the end of this doc.
Students can prepare by examining the differences in the needles of Ponderosa Pine,
Douglas Fir, and White Pine while on a visit to Tubbs Hill or by looking at photographs. Teach them to identify these trees apart from each other. Add other trees found on Tubbs Hill as desired. If going on a field trip, have students notice where they find which of these trees growing.
Shadows (6th)
This is a super important part of the mural. The shadows will be the finishing touch, and on a sunny day, it is the shadow shapes that define objects and give them that feeling of being three dimensional. Shadows are created when an object partially blocks an area from a light source. That area then looks dark, but dark does not mean black. Shadows on objects have color, and sometimes very interesting things happen in shadows. We will be painting Tubbs Hill on a bright and sunny day, sometime in the early afternoon. That means that the sun would not be straight over head, and objects will have cast shadows. We are painting the mural as if we are standing on Tubbs Hill looking south, so the sun would be off to the right, casting shadows that fall to the left sides of objects.
Students can prepare by experimenting with shadows. Observe how different shaped objects cast different shadows in different light conditions. Visit Tubbs Hill or look at photographs of trees found on Tubbs (see information on Tree Trunk Details above). A bright, sunny day will offer the best chance to observe what the shadows do on more complex shapes such as pine needles and plant leaves. Notice how a long shadow from a tree trunk doesn’t make a straight line on the ground, the shadow seems to bend and roll will the shape of the ground.
Examples
The following photos are not great examples of photography, but are meant as illustrations of some of the concepts found above. Notes included under each image.
Mural Student Prep and Information by Class:
Sky Gradient (Kindergarten)
Much of the time, the sky gets lighter closer to the horizon, and darker overhead. This has to do with how much of the atmosphere we are looking through. The atmosphere is the layer of particles that earth’s gravity holds close - it includes the air we need to breathe. When you look straight up from earth, you are looking through less of the atmosphere than when you look towards the horizon. The more particles we look through, the hazier things seem. We will be painting the sky on our mural to show this, using dark paint at the top and lighter paint at the horizon, then blending between the two. Students will use small rollers to apply paint and will be instructed to be careful not to let the paint get thick. We need to work in thin smooth coats so that the paint can dry the right way and last a long time.
Students can prepare by looking at the sky on a visit to Tubbs Hill or in photographs. This dark to light effect will not always be present. It is best seen on clear bright days.
Water Gradient (1st-Wey)
Water is very reflective. A lake reflects the colors of the sky and the land around it. Since our sky will be a dark to light blue, lighter at the horizon, our water will reflect this and also look lighter at the horizon. Read the information under Sky Gradient to understand why the sky will be dark to light. We will work in thin smooth coats so that the paint can dry the right way and last a long time.
Students can prepare by observing the overall appearance of the water on the lake during a visit to Tubbs Hill or by looking at photographs. See what reflections the students can observe beyond just the light to dark gradient. If looking at photographs, how do the reflections change when the sky and weather look different?
Distant Mountains (4th-Mar)
Start by reading the information under Sky Gradient. In nature, objects that are further away from us look lighter and bluer. This is called the atmospheric effect and is due to the way our eyes perceive light. Sunlight bounces off objects and our eyes receive some of the light. Things look different colors because different materials absorb and reflect different parts of the light spectrum, and our eyes perceive the colors that are reflected. Particles in the sky tend to reflect light that is in the blue spectrum, and so we think of the sky as being blue. You might notice that the blue of the sky can be different on different days, and this is because the particles in the air can vary. When we look at things that are far away, like the mountains across the lake, we are looking through more air particles than when we look at things that are close by. Those extra air particles have color, and so affect the overall color we perceive when we look at the mountains. When you see layers of mountains, each layer that is further away looks lighter and bluer. If you stand on Tubbs Hill and look at one of the pine trees and notice it’s color, then look across the lake to the hills and mountains further away, you can easily see the change.
Students can prepare by observing the appearance of mountains on Tubbs Hill or in
photographs of the hill. This is relatively simply, so challenge them to see what other places they can see the atmospheric effect.
Land Areas (1st-Woi)
Tubbs Hill is a mix of rocks, grass, and trails. We will be painting all of these areas with the first coat of paint. We won’t get into the details like moss and lichens on the rocks, but we will be creating the shapes of everything that is part of Tubbs Hill. We will need to be very careful in painting so that we don’t damage the water and sky that have already been finished. What we paint will be the finished layer for much of the space, and it is important that we paint cleanly. We’ll be careful to paint in thin layers so that the paint can work right and last a long time.
Students can prepare by looking at the shapes they see at Tubbs Hill, either on a visit or in photographs. What different shapes does the hill have? How about where the rocks meet the water? Where are the slopes steep or gentle, what is in those areas?
Water Details and Reflections (4th-Sch)
Start by reading the information under Water Gradient. The base layer of the water will already be finished, and we will be working to put in the reflections of the land forms. These reflections happen in two different ways on the lake. First, land that is at more of a distance creates a reflection that can look like a mirror in the water of what is on the land above. We will have an area like this to paint, where Corbin Point juts out into the water a little ways away. Water also reflects the land we are standing on in the front side of the waves that approach and recede from the shoreline. We will have a couple areas like this to paint, where we will be putting in darker wave shapes. Waves don’t last long enough for us to see all the details in the color that is being reflected in them, so we’ll make our waves different, darker blues that have hints of the colors from the land in them.
Students can prepare by looking at reflections and waves while on a visit to Tubbs Hill or by looking at photographs of Tubbs. Challenge them to see the colors and shapes that show up in the reflections. Different light conditions will affect the kinds of reflections.
Tree Trunks Detail (2nd-DuC)
We will be painting the trunks of the trees to look like specific kinds (species) of trees that are found on Tubbs Hill. Different trees grow better on different parts of the hill, and we will paint our trees on the mural to match where different species are more commonly found. For example, on the south side of the hill there are a lot of Ponderosa Pine. Other common species are Western White Pine, Larch and Douglas Fir. See bottom of this document for identification tips.
Students can prepare by examining the differences in the bark of Ponderosa Pine, Douglas Fir, and White Pine while on a visit to Tubbs Hill or by looking at photographs. Teach them to identify these trees apart from each other. Add other trees found on Tubbs Hill as desired. If going on a field trip, have students notice where they find which of these trees growing.
Paths and Rocks (2nd-Bag)
We will be painting the details of the paths and rocks on Tubbs Hill. The shapes will already be painted where they go, but we will give these areas the details that will make them feel real. The rocks on Tubbs Hill have been there a long time, giving lichens a chance to grow. The paths are a mix of rocks and soil that have been worn down by the feet of visitors. We will use many slightly different colors that can be found on the rocks and path to paint the shapes of the lichens, moss, and rocks and pebbles on the path.
Students can prepare by examining the appearance of lichens, moss, and the trails of Tubbs Hill either on a visit or in photographs. Observe the many colors that are on the rocks and the kinds of shapes of the pebbles and rocks on the trail. If we can mimic these shapes and colors, our rocks and trail will come to life in the mural.
Shrubs/Details (3rd-both)
We have one of the trickier parts of the mural to paint: the grasses and shrubs. Different plants can look very similar, but if you look close, there are many differences to find. We will paint some plants that are common on Tubbs Hill, and show them as they look in the spring, when it is easiest to identify them.
Students can prepare by breaking into groups of 3-4 students, each with a different plant from Tubbs Hill to observe and practice drawing. For this it will be best to use photographs since some can’t easily be seen this time of year. Have students notice the different greens in leaves, and figure out what colorsand shapes of their plant make it different from others.
Leaves/Needles (5th-both)
The tree trunks and limbs will already be painted, but we will be adding the needles (and leaves?). 2nd graders will paint trunks that match specific species of trees. We will add the needles that match each species, giving the trees character and life. Read the information under Tree Trunks Details above, also the identification tips at the end of this doc.
Students can prepare by examining the differences in the needles of Ponderosa Pine,
Douglas Fir, and White Pine while on a visit to Tubbs Hill or by looking at photographs. Teach them to identify these trees apart from each other. Add other trees found on Tubbs Hill as desired. If going on a field trip, have students notice where they find which of these trees growing.
Shadows (6th)
This is a super important part of the mural. The shadows will be the finishing touch, and on a sunny day, it is the shadow shapes that define objects and give them that feeling of being three dimensional. Shadows are created when an object partially blocks an area from a light source. That area then looks dark, but dark does not mean black. Shadows on objects have color, and sometimes very interesting things happen in shadows. We will be painting Tubbs Hill on a bright and sunny day, sometime in the early afternoon. That means that the sun would not be straight over head, and objects will have cast shadows. We are painting the mural as if we are standing on Tubbs Hill looking south, so the sun would be off to the right, casting shadows that fall to the left sides of objects.
Students can prepare by experimenting with shadows. Observe how different shaped objects cast different shadows in different light conditions. Visit Tubbs Hill or look at photographs of trees found on Tubbs (see information on Tree Trunk Details above). A bright, sunny day will offer the best chance to observe what the shadows do on more complex shapes such as pine needles and plant leaves. Notice how a long shadow from a tree trunk doesn’t make a straight line on the ground, the shadow seems to bend and roll will the shape of the ground.
Examples
The following photos are not great examples of photography, but are meant as illustrations of some of the concepts found above. Notes included under each image.
Likely candidate for the watercolor painting activity. Not too complicated with layering, good simple design.
Reflections in the water, atmospheric effect on the mountains. Various shrubs as they appear in spring.
Rippling water reflects sky, trees, and the shadowed sides of ripples let you see beneath the surface.
Water reflects colors and its transparency allows colors from beneath the surface to be visible when the underside of a wave faces away from the sunlight.
A trail - notice the smooth dirt with rocks as well, and how the grass gradually gives way to trail.
Wide array of colors in the water here.
Distant mountains show atmospheric effect.
The trail meandering along the hill.
Shadows across the trail bend with the shapes on the ground.
Sky gradient visible, also Corbin Point which will be on the mural.
Trees, rocks, and trail along one of the outcrops of Tubbs.
Atmospheric effect in mountains, shapes of rocks and hill.
Different light conditions cause different colors to be visible. Water reflects the colors in the sky, and copies the gradient from dark to light at the horizon.
Notice the colors of the sky reflect in the snow as well as the water.
Colors change on a burving wave.
Good example of sky gradient on a clear day.
Gradient in the water and clear reflections of the shoreline.
Gradient in sky and water, plus clear reflections of the shoreline.
Rocks in the trail, long shadows from late afternoon light.
Plants blooming, Ponderosa Pine, long shadows.