In college, we both took a watercolor class together which, interestingly enough, became one of our fondest memories. The class was filled with adventure and creativity—field trips to the park across from the powerplant for plein air painting and metro rides to Chinatown in search of inspiration. It was more than just a class; it felt like a family—a group of like-minded artists bonded by a shared passion for art, exploration, and the journey of learning watercolor together.

It’s easy to see where our passion for watercolor began, but it wasn’t just our experience in that class that sparked our love—it was that we simply connected with it. Don’t get me wrong, college wasn’t without its struggles! Oil painting, for instance, was a real challenge. But watercolor? It just flowed—almost as if it was second nature to us. However, we’ve noticed that this isn’t the same reaction many students have. For them, watercolor often feels frustrating, largely because it offers less control and no room for mistakes, and this unpredictability can be intimidating. So how do we inspire students to give watercolor a chance? Great question! That’s why we’ve created a Watercolor Bootcamp—a series of five lessons designed to help students overcome their fear of taking risks and move past the fear of failure. Watercolor is all about embracing the surprises, and through this bootcamp, we teach students to explore its possibilities and discover the magic of what it’s truly capable of!

Lesson #1: Introducing Students to Watercolor

Before starting our first watercolor project, we practice various techniques and experiment with different methods. Check out our videos below to see what we do:

Direct Link to the worksheets→ Watercolor Painting Techniques & Experimentation Worksheets – High School Art

After introducing watercolor techniques and encouraging experimentation, we guide students through four engaging Projects that scaffold their learning. Each project explores a unique approach to watercolor, allowing students to apply their skills across a range of subjects: non-objective art, mosaic-inspired compositions, observational studies, and architectural designs. Below, we break down each lesson in detail.

Lesson #2: Mixed Media Organic Connections

Elements of art and Principles of Design addressed: Organic shapes, pattern, contour line, composition, unity, harmony, balance, color, value

Materials Needed: Watercolor (pans or tubes), Paint brushes, Cups for water, Paper towels, Fine Liner (sharpie, microns, etc), Crayons (white or light work best). Colored pencil (Prisma is recommended), Salt, Rubbing alcohol. Paper towels, Masking tape and/or Frisk (masking fluid), Sponges or tissue paper, Worksheets printed on white cardstock, cardstock, watercolor paper, and/ or sketchbooks (Blog → Staying Organized with Sketchbooks)

Art History Connection: Through a Google-slideshow presentation students learn about “Mixed Media” art, organic shapes, and abstract art. Students learn the difference between realistic, abstract and non-objective, and then focus on the artist Wassily Kandinsky for project inspiration. Students take notes during the presentation.

Project Process & Description: Once students have practiced watercolor techniques, and understand the connection to Abstract art, they are ready for their first project titled “Organic Connections”! In this project students will create a non-objective watercolor painting that will allow them to explore mixed media and a variety of watercolor techniques to create a pleasing art piece. Together, we do a demo on the project expectations using scraps of watercolor paper, and we create a bookmark of the practice (functional art!). Students then practice techniques, experiment with color palettes and sketch project ideas on a pre-made project practice worksheet befores starting on final paper. For the project, students will create a composition of organic shapes with elements from nature, and be expected to demonstrate skill with washes, color blends and wet into wet techniques. Students will be expected to use a limited color palette, and contour lines with colored pencil value to show unity throughout. This project is set up to allow for a successful outcome with watercolor, leading to student confidence and improved skill with the medium. 

Critique: We end the Unit with a rubric and self-evaluation worksheet and a unique “Elements and Principles of Design Labeling” Critique in which students choose which element best describes their work, consider the choices of others, and then write about it. 

Lesson #3: Nature Mosaics

Elements of art and Principles of Design addressed: Geometric shapes, pattern, composition, unity, color, value, rhythm, space.

Materials Needed: Watercolor (pans or tubes), Paint brushes, Cups for water, Paper, towels, Pencil & Eraser, Suggested Final Paper: 140lb 9” x 12” watercolor paper, Printed Worksheet: “Project Practice” (printed on white cardstock) 1” Masking tape , Watercolor paper for project demo (optional), Printed worksheet “Notes”, Printed handouts for project inspiration: “Landscape”, “flower”  and “Nature” Examples, Sketchbook (optional)

Art History Connection: 

MOSAICS: Through Google slideshow presentation, students learn about Mosaics and see examples from the oldest mosaic dated at 3000 BC, to the well known Roman Mosaics and then on to present day mosaics. Students also learn about the process of creating a mosaic with tesserae.

ALMA THOMAS: In the same presentation, we connect the style of Mosaics with an African-American painter whose style resembles the mosaic structure. Students learn about Thomas’ art and life, including her many accomplishments, including being the first black woman to have a solo exhibition at the Whitney Museum of American Art!

Project Process & Description: After having practiced a variety of watercolor techniques, and studied the history of Mosaics (as the focus-style), Alma Thomas (as the focus-artist), students will then be introduced to their final project. In their final paintings, students will be expected to demonstrate their learning by creating a watercolor painting inspired by nature in the style of Mosaics and Alma Thomas’ Art. Students will first practice the mosaic painting technique on a pre-made Project Practice Worksheet, before choosing their final subject matter. Students can choose to create a nature mosaic painting of a Flower, Landscape, or other Nature element. Students are encouraged to be creative with color choices and color blends while creating geometric patterns that leave an even amount of white space between them, while still looking as though they fit together like a puzzle. This is a great unit for learning and mastering simple watercolor techniques, and for building confidence in their painting skills. And the results are AMAZING!

Critique: We end the Unit with a rubric and self-evaluation worksheet and a unique “Google Slideshow Tokens” critique. 

Lesson #4: Fruit Fusion

Elements of art and Principles of Design addressed: Line, Value, Contrast, Composition, Color, Unity, texture.

Materials Needed: Watercolor (pans or tubes), Paint brushes, Cups for water, Paper towels, Fine Liner (sharpie, microns, etc), Crayons (white or light work best), Colored pencil (Prisma is recommended), salt, Rubbing alcohol, Paper towels, Masking tape and/or Frisk (masking fluid), Sponges or tissue paper, Worksheets printed on white cardstock, Cardstock, watercolor paper, and/ or sketchbooks

Art History Connection: For this unit, we decided to try something different! We chose to connect the Line and Wash technique employed in this project to the line and wash technique so commonly found in Children’s book illustrations! With this idea, we chose to focus on 4 widely celebrated children’s book illustrators by learning a little about their lives and their art: Quentin Blake, Arnold Lobel, Ludwig Bemelmans, Beatrix Potter. In the Google Slideshow presentation we also discuss careers in illustration and connect it to the real world. 

Project Process & Description: With this project, students are expected to show watercolor mastery and observation skills by creating a watercolor painting of fruit and/or vegetables using the line and wash technique they learned about with the illustration presentation. Students can take their own photos or use photos of fruit that we provide. They also have the option of using a grid for drawing accuracy, although organic fruits are pretty forgiving. For practice before the project, students will paint a Pear with the teacher- led demo, and practice techniques on a pre-made project practice worksheet. Students will then begin the project by first drawing their fruit composition, creating layers of washes and values, outline with fine liners and/or India ink and dip pen, and create a “beyond the border” background with line detail. With this project, students will show mastery of watercolor realism techniques, and use lines to enhance their works. 

Critique: We end the Unit with a rubric and self-evaluation worksheet and a unique “I Spy” peer critique in which all students layout their work as a mini gallery show, and students go around “Spying” the different prompts to write about on their worksheet. 

Lesson #5: Stacked

Elements of art and Principles of Design addressed: Vertical lines, Geometric Shapes, composition, unity, color, value, space

Materials Needed: Watercolor (pans or tubes), Paint brushes, Cups for water, Paper towels, Fine Liner (sharpie, microns, etc), Crayons (white or light work best), Colored pencil (Prisma is recommended), salt, Rubbing alcohol, Paper towels, Masking tape and/or Frisk (masking fluid), Sponges or tissue paper, Worksheets printed on white cardstock, Cardstock, watercolor paper, and/ or sketchbooks

Art History Connection: With this unit, students will learn about beloved American artist and animator Tim Burton, as well as Canadian artist Gary Frederick. Both artists are known for their whimsical, fantasy-like architecture which is perfect inspiration for this project. 

Project Process & Description: Now that students have participated in a series of watercolor activities, lessons and projects, they are ready to use their knowledge to create a fully imaginative piece that also showcases their creativity and problem-solving skills. Students will choose to re-create their own homes, or a building from their community. They will creatively stack the elements and characteristics of the building, forming a long and narrow composition that includes foreground, background and middle ground. It can be playful and even include extra non-existent elements as well. Students will practice the concept of “stacking” a building’s characteristics by drawing with the teacher-led demo on a pre-made project practice worksheet before sketching their own ideas for the building of their choice. This project gives students full creative freedom and a chance to try something unique and personal. The results of each piece will be exciting and different from anything else created in the classroom!

Critique: We end the Unit with a rubric and self-evaluation worksheet and a unique “Origami Fortune Teller” Critique. Students get to create their own fortune teller piece, play the game with classmates, and write their answers on their worksheet. They’ll have so much fun playing they won’t realize they are completing a writing assignment at the same time!

Teaching Stunning Watercolor

Watercolor is a medium full of surprises, allowing students to embrace both control and spontaneity in their artistic journey. By introducing engaging techniques and structured exploration, we can help young artists build confidence and develop their creative voice. Whether through non-objective expression, mosaic-inspired designs, observational studies, or architectural renderings, each project offers a unique opportunity for growth.

Thank you so much for reading. Happy painting!

For more Tips and Tricks CLICK HERE to check out our blog on Mastering Color Pencils Techniques!