As much as I would like to claim that this was such a wonderful lesson, I must confess.. Although many successful drawings were created by the students, we had an "incident" as my 8 year son old would call it. On the day of art class for grades 4-8 about 11 students, I had gathered white legos for the subject matter. I began class by explaining the lesson, covering the paper with charcoal. I then demonstrated erasing the form on the page. I explained the point was not add to the page but erase. I then handed out the lego(s), paper, charcoal, and an eraser. First instruction cover the paper with charcoal. I didn't see it coming. I had no Idea! In a matter of seconds from one child thinking it was funny to put charcoal under his eyes, the chain reaction cause about 6 of the 11 to cover their faces entirely in charcoal. It never occurred to me (why would it?) that the students would interpret the use of the materials as a free for all on covering parts of their body. As I said every student attempted the lesson and many were successful. The last half of class was directing the ones with war paint to the sink, and cleansing before dismissal. We also had a discussion over the proper use of art room materials. "If materials are not used properly on paper, canvas, etc and instead put on our bodies, we will have to be limited to pencils and paper." Materials
Paper White Legos Charcoal Eraser
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In this unit, students create a mythical creature by researching, writing, and drawing, and choosing at least three characteristics of three living creatures. The students then transform their ideas into a 3D version. Materials Visual Aids of Living creatures Sketchbook Pencil Colored Pencils Paper Newspaper Paper tubes Masking tape Glue Tissue paper Inspiration
Roberto Benavidez 1973 “The greatest influence on my recent work is the piñata,” explains multidisciplinary artist Roberto Benavidez. His papier-mâché and crêpe paper versions of beasts and demons plucked from Hieronymus Bosch ’s The Garden of Earthly Delights (c. 1450) have become something of a viral sensation. Piñatas are usually considered a throw-away amusement, designed to be hung from a tree and smashed up by kids at a birthday party, but Benavidez treats the form seriously. His Bosch-inspired sculptures—faithful 3-D reproductions of the painting’s strange characters—are elegant, funny, and a little frightening. The larger piñatas in the series are the size of small children, with delicate layers of crêpe paper covering their bodies like fur or feathers. Benavidez, who identifies as mixed-race, feels a cultural connection to piñatas as a sculptural form that has been a part of Mexican Catholic traditions since the 16th century. “By drawing from Western art imagery and incorporating Italian crêpe paper in my work, I’m touching upon the craft’s history, as well as highlighting its parallel to my own identity,” he explains. Cana Rose, Kindergarten “Nobody sees a flower - really - it is so small it takes time - we haven't time - and to see takes time, like to have a friend takes time” Georgia O'Keefe. Depending on the ages of the students this project is a matter of observation or magnification. For younger students we observe a picture of the of the flower. The flower is drawn in pencil and colored pencil and water color is used to fill in the color. For older students we use a view finder and isolate part of the flower to magnify. The flower is drawn in colored pencil and/or painted with watercolor. Sean, 2nd Grade Materials Pencil Colored Pencils Watercolors Brushes Watercolor paper Inspiration
Georgia O'Keefe (1887-1986) Was an American abstract painter born in Wisconsin. She attended the Art Institute of Chicago, the Art Student’s League in New York, and Colombia Teacher’s College in New York. She was an art teacher before she became a full time artist. She was a leader in the development of the American Modernism Movement. O’Keeffe painted still lifes, massive flowers, the New York at Night series, southwestern landscapes and stark bones found in the desert. In 1939, she was selected as one of the twelve most outstanding women of the past fifty years by the New York World’s Fair Committee. Her painting, Sunset-Long Island, was chosen to represent New York in an exhibition of the art of the United States at the World’s Fair. In 1985, O’Keeffe was granted the Medal of Arts by President Ronald Reagan. As we look at surrealism we are reminded of the nonsensical nature and concepts within a surrealist composition; termed dreamlike, or other worldly. Often the images are not related which makes creating these compositions a playful exercise. In Mr. Dali's painting of Persistence of Memory, the composition is dreamlike with multiple objects in a space. When you create your collage you can choose to create a space as in the painting or you may choose to collage like the example. Add some drawing to the picture, with pencil, colored pencil, draw at least one object to give your composition variety. The Possibilities are endless! Levi Buss, 5th Grade Materials Magazines Glue stick Plain paper Scissors Colored pencils Pencil Inspiration Salvador Dali 1904-1989 Dalí's artistic repertoire included painting, graphic arts, film, sculpture, design and photography, at times in collaboration with other artists. He also wrote fiction, poetry, autobiography, essays and criticism. Major themes in his work include dreams, the subconscious, His best-known work, The Persistence of Memory, was completed in August 1931, and is one of the most famous Surrealist paintings. Vocabulary
Composition- the artistic arrangement of the parts of a picture. Surrealism- the principles, ideals, or practice of producing fantastic or dreamlike imagery in art, juxtaposed combinations. Arwynne, 15 I asked my daughter, a freshman, what art project would you like to do? What can I help you learn? Again, I am gifted with these people in my home during this quarantine, that are willing to learn from me. She expressed that she wanted to work with colored pencils and learn more about how to create a drawing in that medium. So in stark realization, I froze. For years I had been teaching art to little people. I have gone back to school myself and taken drawing to learn how to talk about drawing, how to critique peers or students, but I realized I have not practiced the skills. I think that my desire and ability to teach older and to teach very young has just evolved over the years. Fresh out of my undergrad fine art degree the pull was to that middle group, the high schoolers, the college students. Don't get me wrong I feel I could easily teach fibers to high schoolers or the studio art classes in college in the discipline of fibers. But to teach the other skills like drawing and painting, both are inherent to me, like color knowledge it a skill I haven't been practicing or using. I am extremely thankful my daughter(s) 15 & 14, are willing to go through the technical steps of me talking. They are patient with me as I navigate these uncharted waters. Here is the results of our lesson, in Marble drawing in colored pencil. I haven't attempted but I think teaching them excited me so much I want to give it a go. Here is a link to the original idea. https://thevirtualinstructor.com/blog/how-to-draw-a-realistic-marble-with-colored-pencils Adeline, 14
Arwynne, 15 |
AuthorI have a passion for the visual arts and love sharing it with others. I have enjoyed teaching all ages and love to incorporate art history and traditional disciplines as well as innovative ideas. Art is vital to who I am as a creator and educator. Archives
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