Students recently completed a scratch-art project on silver or gold metallic scratch board. In this example, the student used a reference animal graphic and chose to fill in the sections on the design using intricate patterns and designs. The lesson emphasizes the use of texture shading and using value and contrast to make details easily discerned. We also try to eliminate resorting to simply outlining in the designs. The scratch material used to be an actual metal foil with a black coating and has now been replaced with a metallic film, possibly mylar, in place of the foil. I miss some of the characteristics of the foil media but I suppose the plastic has it merits.
My 5th grade classes begin the year with shading and blending activities. This one makes use of crayons and intersecting lines. (more…)
8th grade art students are completing their comic panel painting projects. We use a grid to enlarge a comic panel illustration and then mix primary colors in tempera paint to finish them.
Getting back into the swing of things over here. Still plenty of moving in left to do. I’m sure I will be organizing things into the “new” room for most of the year.
Students have been practicing good shading techniques in pencil and colored pencil.
I’ve recently created some animal face op-art style designs to be used for reference, coloring and shading.
We recently completed a scratch-art project using Tiki inspired symmetrical faces as subject matter. For this project, I chose to use the largest student-grade scratch material I could find. I believe the sheets were 11×13″. We discussed and practiced symmetrical transfer to create our own Tiki faces. I also made available a set of pre-printed Tiki Style faces to choose from for those who didn’t feel confident about creating their own. After transferring the designs to scratch paper with chalk, I provided examples of wood texture and demonstrated some techniques to make the designs resemble three-dimensional carved wood.
Earlier this year, my students created tessellating mosaic tiles with individual kaleidoscope designs. The designs stack together for display. We created a common motif in each design so that a black and white stripe element coils continuously through the display. I chose to affix the artworks to a strip of kraft paper and display it like a banner.
My wife’s fourth grade class completed the Veterans Day cooperative poster.
My classes are working this week on their Spooky/Autumn Perspective Drawings. I took the opportunity to prepare this lesson as a product for my TPT store. While my students work on theirs, it will remain at an introductory discount.
I’ve enjoyed doing this project for years and I always do it a bit differently. This time, we are completing a “Dual-Scene” in which the students will create a pair of drawings depicting the same scene or location but interpreted differently. Common solutions would be, a before-and-after scene, day-vs-night, spooky-vs-nonspooky, etc. We discuss a bit the idea of economy in art. Leaving a bit to the imagination of the viewer can help make the designs more interesting or mysterious. Students are able to choose a Halloween related theme or broad Autumn theme. (more…)
At the time of this post, my students are in the middle of working on their chrome emblem design. We apply blends in colored pencil to achieve the illusion of highly polished metal. For the next few days, my Metallic Shading Effect project on TPT will be on sale.
Each grade level had time to complete a coop design. (6,7,8) For the tiger and leopard, students could choose their colors and materials but they were instructed to color the appropriate portions dark or light according to the example on their tile worksheet. There are always a few who fail to follow through on this. They either reverse the values or choose colors that have almost no value difference. This makes the image less clear so those always need replaced. On the Mona Lisa poster, students were instructed to use violet, black, orange, and yellow only. Areas indicated as black were to be violet or black marker while areas containing hatching were to be colored with yellow or orange marker or colored pencil. White areas were not colored. (more…)
I sometimes end the year with a cooperative poster project. It is a flexible activity that fits well with the odd schedules, interruptions, and make-up work that are unavoidable at the end of the year. Students who are done with their primary work move on to the coop poster while the others catch up. Some students have time to do several tiles while others only have time for very few. My first choice is to provide a drawing grid in which the students are required to draw the tiles before coloring them. I supply a cart with various materials that the students are familiar with to use on the tiles.
For assembling the tiles into the final artwork, I prefer to create a large grid framework on kraft paper. This particular grid is four foot wide and five foot tall. The tiles are six inches. I hang the paper in the hall outside my classroom where there just happens to be six inch tiles on the wall…so it makes creating the grid in chalk just a little easier. I use double-stick tape behind the corners of the tiles to stick them down. I typically tape the top corners only in case I need to change one out. When complete, I have a student add tape to the lower corners. If I begin assembling some of the tiles in the classroom as they complete them, the students get more involved. I tell them that I will choose the best tiles for the image since I am having multiple of the tiles drawn and colored by several classes. Tiles that are too faint, for example, will eventually be replaced by more suitable ones. If they want to see their tile appear in the image, they have to put in the effort.
If there is still time left when a grid is completed, we simply begin a new one…possibly with a different image. If less time is available, we complete a coloring grid. This variety is pre-printed with the outlines and the students are only required to color the tiles.
My students are currently working on their Doodle Design drawings. We are working on glossy rainbow paper with Sharpie. When a paper is glossy and the back is white, any color printed on the paper is typically sitting on the surface of the sheet, rather than permeating into the paper fibers. This allows for a technique to be used in which a standard pencil eraser is used to scrub away the printed material revealing the white below. Hard edges and fine detail are not as easy so its more of a shading effect. I introduced this an an option for those who wanted to try is to add more variety to their Doodle Design projects. Another possibility is following this eraser technique with applying marker of a contrasting color to the now white areas of the paper.
For the remainder of the school year, I will be rotating displays of the student artwork in my school’s cafeteria. I save their projects all year so there is quite a bit of it. We used to have a single art show event but that has been displaced due to renovations on my campus.
This week, students began working on their Doodle Designs. This is where they fill in the page with freehand doodles and patterns. They are provided numerous examples to help with ideas for a variety of hand-drawn patterns. I’ve done several varieties of this project over the years. This year, I provided each students with a large sheet of multicolor spectrum paper as a backdrop for their doodle designs. The paper is glossy (think wrapping paper) so I also provided Sharpie brand permanent markers. Additionally, the color blend paper is surprisingly easy to see through. This makes it possibly to use tracing techniques with no light box and may possibly allow for a “stained-glass” effect if the completed art is displayed in a window.
I have updated my Doodle Designs project on TPT with all new resources and placed the item on sale for the next few days. (more…)
My students began working on op-art designs this week. The designs are actually pre-printed copies. The activity is centered around applying color to the images. It’s a good opportunity to introduce a new technique or medium. This group is using watercolor pencils. As the designs are printed on regular copy paper, special considerations must be made. Students are instructed to use minimal water and to avoid “scrubbing around on the surface too much. I also advise them to paint alternating shapes while leaving dry spaces between the painted areas. This allows the paper to maintain is structure, avoid excessive wrinkling, and cut down on drying time. I have a drying rack but seldom need to use it on this project. It also prevents colors from bleeding into one another and gives the students more control. The following day, when the painted areas are thoroughly dry, the intermediate areas may be painted. I created a page with a grid of rectangles for practice with the new medium before starting their final art.
We are using Crayola watercolor pencils in sets of twelve. I place them in a zip-bag with a small sharpener. I have some spill resistant cups for the water. The brushes are Dynasty Ruby Student brushes. They were purchased in a classroom assortment from Sax (School Specialty). Students tend to choose the smaller sizes for this project. (Angle 1/4, Flat 6, Round 10)
This is a good project for allowing students to catch up on past projects. I have those students who need to finish previous work instead of moving on to the op-art designs. When they are ready, the op-art project is easy to abbreviate. I generally begin with large 11×17″ prints. Students with less time can do a 8.5×11” instead. Also, to save time, I may allow some students to black out selected portions of the design with a permanent marker before painting. Permanent marker must be used to avoid the color bleeding into the wet media. Finally, Students with very little time could be allowed to color the op-art with marker of regular colored pencil if necessary.
This is one of the first projects I developed when I began teaching. Students create four recognizable shapes along a single theme to use for the three color groups and neutral gray. I provide the primary colors, students are to mix the rest. If pretty, bright violet is important to you, consider providing magenta paint. In my experience, red and blue tempera often mix to make a very dull violet color.
My sixth grade classes are completing a drawing to illustrate some very basic three dimensional techniques this week. We typically follow this with an introduction to linear perspective.
Students cooperate on a large grid poster. Just in time for Read Across America week!
Today, my students began preparing for their Tessellation Design art projects.
Earlier this week, students began applying color to their Presidential Portraits. We used watercolor marker for our color medium. When I know this project is coming up, I order a supply of red, blue, and black markers. Those happen to be the colors that tend to be used up quickest anyway, so its good to have a supply of extras on hand. Recently, I have been ordering individual color broad-tip markers from Dick Blick. I get them for .34 cents each. They are actually some of the better performing economy markers I have tried. Each table has one of each color and those are shared with four classes during the day. The projects are almost complete and, so far, no “used up” markers. That is to say that the original markers have been able to complete at least four 12×18″ artworks. We began with brand new markers but that is still pretty good for cheap markers on a colorful project.
This is day four of the president drawings. Students are completing the grid drawing portion of the project. The first day, we created the grid. Those who completed it early were to create a second grid for a “back-up” or possibly extra credit. The next three days have been drawing the image square by square. This student has already erased the grid from the drawing leaving only the outlined president ready for adding color and designs. One of the biggest challenges is simply getting students to draw light enough to be able to erase the grid easily. If the grid won’t come off, the drawing will have to be transferred to a new sheet prior to adding color.
I like to do a foam tile carving project with my Art 2 students each year. It’s an easy way to incorporate simple three-dimensional relief sculpture into a curriculum. The material carves easily with scratch art type tools and tongue depressors cut down to a flat edge.This year, we are doing contour names. It was fairly easy to create concentric contoured name lettering for each student. They transfer the image to the tile surface with graphite and begin on the outer edges to “step” the stripes one by one right up to the letters. We may paint or stain them when complete.
My sixth grade classes are currently creating a drawing in one-point linear perspective. They then color the designs using a monochromatic color scheme.