Shadow Puppets
Cardboard/cereal boxes
black paint/markers
scissors
exacto knife
hot glue
wooden skewers
Have students draw and color puppets to be cut out. Teacher cuts out puppets and glues on skewers.
Thursday, October 28, 2010
Monday, October 25, 2010
Fall Leaf Resist
This is awesome.
Crayons
Paper
Watercolors
Leaves
Use old crayons, peel off the wrappers. Place leaf under paper, rub with side of peeled crayon. Fill page with rubbings. Paint with water colors.
Wax Resist
Rubbings
How to use a paintbrush
Crayons
Paper
Watercolors
Leaves
Use old crayons, peel off the wrappers. Place leaf under paper, rub with side of peeled crayon. Fill page with rubbings. Paint with water colors.
Wax Resist
Rubbings
How to use a paintbrush
Wednesday, October 20, 2010
Wednesday, September 8, 2010
Geometric Shapes: k1Art
Ask students to name shapes. Differentiate between geometric and organic shapes, and 2D and 3D.
Geometric shapes (2D):
Circles, Ovals, Squares, Rectangles, Triangles
Geometric forms (3D):
cones, cubes, cylinders, slabs, pyramids and spheres
Organic:
leaf, horse, lizard, cloud
Turn name into a geometric shape by turning the letters into block letters.
Design folder with name in block letters and decorate with different size/color geometric shapes.
*Have students draw name first, large and centered on folder. Color with markers.
Geometric shapes (2D):
Circles, Ovals, Squares, Rectangles, Triangles
Geometric forms (3D):
cones, cubes, cylinders, slabs, pyramids and spheres
Organic:
leaf, horse, lizard, cloud
Turn name into a geometric shape by turning the letters into block letters.
Design folder with name in block letters and decorate with different size/color geometric shapes.
*Have students draw name first, large and centered on folder. Color with markers.
Wednesday, March 17, 2010
Primary and Secondary Colors: dying eggs
Materials:
6 boiled eggs per student
boiling water
small containers
food coloring
vinegar
paper towels
"egg lifters" (tongs, pasta spoons, etc)
white crayon
Instructions:
Students were asked what is a primary color? Colors that can not be made using other colors. What are the primary colors? Yellow, red, blue. What are secondary colors? Colors formed by combining primary colors. What are the secondary colors? Orange, Purple, Green.
These were listed out and then students were asked to form hypothesis of what 2 primary colors they thought formed each secondary color.
Students will need to dye three eggs each color. They only have 6 eggs.
Dye three yellow, dye three red (one of which is already yellow), and dye three blue (one that is already yellow, and one already red).
*Optional: each egg after first dying can be drawn on with white crayon to act as a wax resist.
Review:
primary colors
secondary colors
scientific method
hypothesis
wax resist
6 boiled eggs per student
boiling water
small containers
food coloring
vinegar
paper towels
"egg lifters" (tongs, pasta spoons, etc)
white crayon
Instructions:
Students were asked what is a primary color? Colors that can not be made using other colors. What are the primary colors? Yellow, red, blue. What are secondary colors? Colors formed by combining primary colors. What are the secondary colors? Orange, Purple, Green.
These were listed out and then students were asked to form hypothesis of what 2 primary colors they thought formed each secondary color.
Students will need to dye three eggs each color. They only have 6 eggs.
Dye three yellow, dye three red (one of which is already yellow), and dye three blue (one that is already yellow, and one already red).
*Optional: each egg after first dying can be drawn on with white crayon to act as a wax resist.
Review:
primary colors
secondary colors
scientific method
hypothesis
wax resist
Wednesday, March 10, 2010
Van Gogh wax resist
Materials:
paper
pencil
crayons
tempera paint
paint brush
Instructions:
Students looked at two examples of VanGogh's work, Starry Night and Sunflowers. We discussed how each image was formed by short and thick brush strokes.
Students were asked what they thought wax resist meant, where wax came from, and what resist meant.
Students were asked to sketch a outline of either Starry Night or Sunflowers. Very basic representations of each area, and general placement of objects. Using crayons (wax) and short strokes, they would then 'paint' their pictures. This must be done with short HARD strokes to seal the paper with wax. Students are given only a limited number of colors, and no blue for Sunflowers and no black for Starry Night. Students were asked to leave the areas were they would use those colors blank and to use a white crayon for the parts they wanted white.
When students were finished with the crayons, they were given either watered down blue or black paint. They were instructed on how to load a paint brush, wipe of excess, and then wash their drawing.
Review:
wax resist
paint wash
paper
pencil
crayons
tempera paint
paint brush
Instructions:
Students looked at two examples of VanGogh's work, Starry Night and Sunflowers. We discussed how each image was formed by short and thick brush strokes.
Students were asked what they thought wax resist meant, where wax came from, and what resist meant.
Students were asked to sketch a outline of either Starry Night or Sunflowers. Very basic representations of each area, and general placement of objects. Using crayons (wax) and short strokes, they would then 'paint' their pictures. This must be done with short HARD strokes to seal the paper with wax. Students are given only a limited number of colors, and no blue for Sunflowers and no black for Starry Night. Students were asked to leave the areas were they would use those colors blank and to use a white crayon for the parts they wanted white.
When students were finished with the crayons, they were given either watered down blue or black paint. They were instructed on how to load a paint brush, wipe of excess, and then wash their drawing.
Review:
wax resist
paint wash
Wednesday, March 3, 2010
Intersection: Checker Board
This week's project involved a continuation of the overlapping concept taught last week. Students were shown an example of a finished project.
Materials:
Drawing pad
ruler
circular lids
crayons
Students were asked who had played checkers before and who could describe a checker board. Checker boards were described as alternating colored squares. Students were then asked if two squares of the same color were ever beside each other. (no) Show example, explain that this is not a checker board but it does alternate squares, and when a circle intersects a square the color inside the circle is opposite the color outside.
Instructions:
Position paper horizontally, draw 3-5 vertical, but not intersecting or parallel lines. Rotate paper vertically, draw 3-5 vertical but not intersecting each other (they will intersect the horizontal lines) or parallel lines. Collect rulers.
Then have students trace circles: 1 circle for first graders, 3 intersecting circles for third graders. Collect lids.
Each student will select one color and beginning in the top left hand square, color that square. Continuing in that column, color in every other square but not inside the circles. Color only outside the circles. When all outside squares are colored, every colored square that intersects a circle will be a uncolored square inside the circle, and every uncolored square that intersects a circle will be colored inside the circle. Everything inside the circles will be opposite. Where the two circles intersect, that intersection will be opposite again.
When coloring have the students color lightly; lighter colors can be erased if mistakes are made or if needed a second color can be used to cover up the mistake. When a second color is introduced all uncolored squares will now be that color.
Vocabulary:
horizontal
vertical
parallel
intersecting
overlapping
opposite
Materials:
Drawing pad
ruler
circular lids
crayons
Students were asked who had played checkers before and who could describe a checker board. Checker boards were described as alternating colored squares. Students were then asked if two squares of the same color were ever beside each other. (no) Show example, explain that this is not a checker board but it does alternate squares, and when a circle intersects a square the color inside the circle is opposite the color outside.
Instructions:
Position paper horizontally, draw 3-5 vertical, but not intersecting or parallel lines. Rotate paper vertically, draw 3-5 vertical but not intersecting each other (they will intersect the horizontal lines) or parallel lines. Collect rulers.
Then have students trace circles: 1 circle for first graders, 3 intersecting circles for third graders. Collect lids.
Each student will select one color and beginning in the top left hand square, color that square. Continuing in that column, color in every other square but not inside the circles. Color only outside the circles. When all outside squares are colored, every colored square that intersects a circle will be a uncolored square inside the circle, and every uncolored square that intersects a circle will be colored inside the circle. Everything inside the circles will be opposite. Where the two circles intersect, that intersection will be opposite again.
When coloring have the students color lightly; lighter colors can be erased if mistakes are made or if needed a second color can be used to cover up the mistake. When a second color is introduced all uncolored squares will now be that color.
Vocabulary:
horizontal
vertical
parallel
intersecting
overlapping
opposite
Fore/Mid/Background: Landscape
Contrast landscape to portrait
Intro: Landscape
Landscapes are typically oriented horizontally, or landscape. Landscapes have three main parts: foreground, middle ground, background. Objects will be larger the closer they are to the observer(foreground) and smaller the further away(background).
Instructions:
Lightly draw a road, this will be the middle ground. In the foreground, draw three houses with at least one overlapping the road. These houses will be the largest houses since they are in the foreground, closer to the observer. Erase the road where the house overlaps it. When something is overlapped you cannot see an object where it is crossed(or overlaped) by another object. In the background draw 3 more houses, smaller than the 3 in the foreground. The houses in the background may be overlapped by the ones in the foreground.
Vocabulary:
landscape
foreground
middle ground
back ground
horizon
overlap
perspective
Review:
3 parts of a landscape
overlapping
**I would not teach this lesson again. Instead use construction paper to cut out and paste shapes, wax resist, or diorama.
Intro: Landscape
Landscapes are typically oriented horizontally, or landscape. Landscapes have three main parts: foreground, middle ground, background. Objects will be larger the closer they are to the observer(foreground) and smaller the further away(background).
Instructions:
Lightly draw a road, this will be the middle ground. In the foreground, draw three houses with at least one overlapping the road. These houses will be the largest houses since they are in the foreground, closer to the observer. Erase the road where the house overlaps it. When something is overlapped you cannot see an object where it is crossed(or overlaped) by another object. In the background draw 3 more houses, smaller than the 3 in the foreground. The houses in the background may be overlapped by the ones in the foreground.
Vocabulary:
landscape
foreground
middle ground
back ground
horizon
overlap
perspective
Review:
3 parts of a landscape
overlapping
**I would not teach this lesson again. Instead use construction paper to cut out and paste shapes, wax resist, or diorama.
Vanishing Point: Block Letters
Students learn how to draw block letters and add dimension by extruding them to a vanishing point.
Materials:
drawing pad
pencil
ruler
eraser
crayons
Intro: Block Letters
Block letters are letter formed by combining squares or blocks. They are very square in shape.
Instructions:
We will be drawing the outline of these letters. Students will begin with drawing the first initial of their name. Continue to practice on this page, first graders with their first initial and third graders with their first name.
Intro: Vanishing Point
Explain one point perspective, how objects get smaller the further away they are from the observer. Demonstrate using a ruler to draw lines from the edge of the letters of a name to a vanishing point on the horizon. Refer to the superman logo or opening credits of star wars.
Instructions:
Once students understand the concept, have students start a new page and draw a horizon line. Place one vanishing point in the center of the horizon line.
Then have them draw either their first initial or name above the horizon line. Starting from the bottom of the left letter, left edge draw lines to the vanishing point from all bottom edges. Then draw all lines from the outside edges, BUT without intersecting or drawing inside any previously drawn line. Refer to playdough being extruded, that those areas are solid and you would not be able to see through them, that the lines exist but will not be seen. Then repeat with any interior edges.
Students can then color each extruded areas a different color, light to dark from their name to the vanishing point. Their name should be the lightest area.
Vocabulary:
block letters
horizon
horizon line
vanishing point
perspective
extrude
intersect
Review:
Extruding block letters
For Further Study:
Students can be asked to draw and extrude shapes, or to draw below the horizon line.
Materials:
drawing pad
pencil
ruler
eraser
crayons
Intro: Block Letters
Block letters are letter formed by combining squares or blocks. They are very square in shape.
Instructions:
We will be drawing the outline of these letters. Students will begin with drawing the first initial of their name. Continue to practice on this page, first graders with their first initial and third graders with their first name.
Intro: Vanishing Point
Explain one point perspective, how objects get smaller the further away they are from the observer. Demonstrate using a ruler to draw lines from the edge of the letters of a name to a vanishing point on the horizon. Refer to the superman logo or opening credits of star wars.
Instructions:
Once students understand the concept, have students start a new page and draw a horizon line. Place one vanishing point in the center of the horizon line.
Then have them draw either their first initial or name above the horizon line. Starting from the bottom of the left letter, left edge draw lines to the vanishing point from all bottom edges. Then draw all lines from the outside edges, BUT without intersecting or drawing inside any previously drawn line. Refer to playdough being extruded, that those areas are solid and you would not be able to see through them, that the lines exist but will not be seen. Then repeat with any interior edges.
Students can then color each extruded areas a different color, light to dark from their name to the vanishing point. Their name should be the lightest area.
Vocabulary:
block letters
horizon
horizon line
vanishing point
perspective
extrude
intersect
Review:
Extruding block letters
For Further Study:
Students can be asked to draw and extrude shapes, or to draw below the horizon line.
Self Portraits : Part Two
Second part of Self Portrait.
Materials:
Sketch books
pencils
erasers
mirrors
Nose:
Mouth:
Ears:
Hair:
Neck and Shoulders:
Materials:
Sketch books
pencils
erasers
mirrors
Nose:
Mouth:
Ears:
Hair:
Neck and Shoulders:
Wednesday, February 24, 2010
Self Portraits : Part One
As advanced as this may seem for first and third graders, the kids had a blast and it was challenging.
Materials:
Sketch books
pencils
erasers
mirrors
Intro: Self Portrait
What is a portrait/self portrait?
We looked at self portraits in an art history book. (A slide show with larger images would be better). Portraits are people; a self portrait is of the artist.
The vertical position of the paper is also called portrait.
Step One: Following Instructions
With limited instructions, students were asked to draw a self portrait: a picture of their face, with the paper positioned vertically(portrait), and that they draw a very large face that takes up the entire page. No erasing. Students will ask how to do things, like draw a nose?, but insist they do what they think is best, no helping. Again, no erasing.
Sign and date.
Once the artwork is signed it is finished and students are not allowed to erase, draw, or make any changes to it.
Review drawings and using the mirror starting from the top of the head with their head, proceed down listing their features and asking students if they remembered to draw each feature.
Step Two: Proportions
Talk about proportions: that there is a set of measurements that can be used to accurately depict how big to draw a nose and where on your head to draw eyes. Using the dry erase board begin with drawing the head or face shape. (Refer to: A Lifetime of Color).
Head:
The head shape will be an oval or an upside down egg shape. Boiled eggs were used as a visual guide for this. An oval is a long stretched out circle, but the face shape is wider at the top and smaller at the bottom. Students can look in to their mirrors and using a ruler take measurements of the length of the face (past the hair line to the top of the head), width of the forehead, and the width of the chin. The actual number of the measurement(it should be 4/3 length to width) is not necessary but starting with the length of the face compare that number to the width of the forehead-- it will be smaller, compared to the chin-- which will be smaller still.
Have students practice drawing this shape-- filling an entire page with practice face shapes. Look at each student's page and have them pick out which shape they think best fits the face proportions, an oval wider at the top than the bottom. On a new sheet of paper have them to draw that shape large enough to fill the page. Students can place their non-drawing hand on the page, palm down and fingers widely splayed (except the thumb) to approximate where and how big to draw the face shape. This hand position will be an oval, wider on the top than the bottom.
Eyes:
Eyes will be shaped like almonds or footballs, practice this shape if necessary.
With the new correctly drawn face shape, have the students LIGHTLY draw a horizontal line through the middle of the face. Divide that line LIGHTLY into 5 parts. Use two fingers as an estimate for the width of each part. Then LIGHTLY draw an eye shape in each section for a total of 5 eyes. Giggle over the aliens, then ask students which eyes they think should be erased.
Erase middle and outside eyes.
Have students look into the mirrors, have them describe what they think the are the three main parts of an eye. Define what a pupil (black inner dot), iris (colored part), and eyelid (fold of skin that covers the eye). Describe how the pupil and iris fill most of the eye, but you can't see it because your eyelid overlaps the iris. Have students lightly draw iris and pupil, then the eyelid on each eye.
Ears:
Ears will resemble a C-shape. Using the line drawn for the eyes have the students follow in the mirror a line from their eyes to the ears. Ears should begin just above eye level. Draw C-shape compare to ears, redraw shape so that it is larger at the top than the bottom and taper to either a detached or attached earlobe. Look in mirror at earlobes and ear shape. Try to balance ear and eye size by comparing their ear and eye size in the mirror to their drawing. Then do the comparison between the eyes and ears to their face/head size.
Vocabulary:
Portrait
Self Portrait
Oval
Face Shape
Almond
Iris
Pupil
Eyelid
Review:
Head: should be longer than width a 3width to 4 length. Wider at top of head than bottom of chin, as in an upside down egg shape.
Eyes: should be placed just above the middle of the face, spaced and sized that 5 eyes shapes could be equally drawn horizontally across the face. Leaving space enough between the eyes for a third eye, and space enough beside each eye and edge of the head for a fourth and fifth eye. Each eye should have an upper and lower lid (forming an almond or football shape), a white, iris, and pupil. Eyelids must intersect the iris, so the iris will not be seen as a whole circle, but rather be drawn as 2 parenthesis. Also include an eye lid and eyebrow.
Ears:should begin just above eye level and resemble a C-shape. Ears should be larger at the top than the bottom and taper to either a detached or attached earlobe.
Homework:
Draw one self-portrait using newly learned proportion techniques.
Use this website to practice correctly placing facial features.
Materials:
Sketch books
pencils
erasers
mirrors
Intro: Self Portrait
What is a portrait/self portrait?
We looked at self portraits in an art history book. (A slide show with larger images would be better). Portraits are people; a self portrait is of the artist.
The vertical position of the paper is also called portrait.
Step One: Following Instructions
With limited instructions, students were asked to draw a self portrait: a picture of their face, with the paper positioned vertically(portrait), and that they draw a very large face that takes up the entire page. No erasing. Students will ask how to do things, like draw a nose?, but insist they do what they think is best, no helping. Again, no erasing.
Sign and date.
Once the artwork is signed it is finished and students are not allowed to erase, draw, or make any changes to it.
Review drawings and using the mirror starting from the top of the head with their head, proceed down listing their features and asking students if they remembered to draw each feature.
Step Two: Proportions
Talk about proportions: that there is a set of measurements that can be used to accurately depict how big to draw a nose and where on your head to draw eyes. Using the dry erase board begin with drawing the head or face shape. (Refer to: A Lifetime of Color).
Head:
The head shape will be an oval or an upside down egg shape. Boiled eggs were used as a visual guide for this. An oval is a long stretched out circle, but the face shape is wider at the top and smaller at the bottom. Students can look in to their mirrors and using a ruler take measurements of the length of the face (past the hair line to the top of the head), width of the forehead, and the width of the chin. The actual number of the measurement(it should be 4/3 length to width) is not necessary but starting with the length of the face compare that number to the width of the forehead-- it will be smaller, compared to the chin-- which will be smaller still.
Have students practice drawing this shape-- filling an entire page with practice face shapes. Look at each student's page and have them pick out which shape they think best fits the face proportions, an oval wider at the top than the bottom. On a new sheet of paper have them to draw that shape large enough to fill the page. Students can place their non-drawing hand on the page, palm down and fingers widely splayed (except the thumb) to approximate where and how big to draw the face shape. This hand position will be an oval, wider on the top than the bottom.
Eyes:
Eyes will be shaped like almonds or footballs, practice this shape if necessary.
With the new correctly drawn face shape, have the students LIGHTLY draw a horizontal line through the middle of the face. Divide that line LIGHTLY into 5 parts. Use two fingers as an estimate for the width of each part. Then LIGHTLY draw an eye shape in each section for a total of 5 eyes. Giggle over the aliens, then ask students which eyes they think should be erased.
Erase middle and outside eyes.
Have students look into the mirrors, have them describe what they think the are the three main parts of an eye. Define what a pupil (black inner dot), iris (colored part), and eyelid (fold of skin that covers the eye). Describe how the pupil and iris fill most of the eye, but you can't see it because your eyelid overlaps the iris. Have students lightly draw iris and pupil, then the eyelid on each eye.
Ears:
Ears will resemble a C-shape. Using the line drawn for the eyes have the students follow in the mirror a line from their eyes to the ears. Ears should begin just above eye level. Draw C-shape compare to ears, redraw shape so that it is larger at the top than the bottom and taper to either a detached or attached earlobe. Look in mirror at earlobes and ear shape. Try to balance ear and eye size by comparing their ear and eye size in the mirror to their drawing. Then do the comparison between the eyes and ears to their face/head size.
Vocabulary:
Portrait
Self Portrait
Oval
Face Shape
Almond
Iris
Pupil
Eyelid
Review:
Head: should be longer than width a 3width to 4 length. Wider at top of head than bottom of chin, as in an upside down egg shape.
Eyes: should be placed just above the middle of the face, spaced and sized that 5 eyes shapes could be equally drawn horizontally across the face. Leaving space enough between the eyes for a third eye, and space enough beside each eye and edge of the head for a fourth and fifth eye. Each eye should have an upper and lower lid (forming an almond or football shape), a white, iris, and pupil. Eyelids must intersect the iris, so the iris will not be seen as a whole circle, but rather be drawn as 2 parenthesis. Also include an eye lid and eyebrow.
Ears:should begin just above eye level and resemble a C-shape. Ears should be larger at the top than the bottom and taper to either a detached or attached earlobe.
Homework:
Draw one self-portrait using newly learned proportion techniques.
Use this website to practice correctly placing facial features.
Teaching Art
So I have been teaching art classes to a group of homeschooled 1st and third graders. It has been fun and I am going to keep track of the lesson plans and post some of the work that is being done here.
Sarah
Sarah
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