Pattern Tiles

Students were introduced to pattern earlier (like in the pattern scavenger hunt). Then, we worked on creating our own patterns. On 3”x3” construction paper tiles, students drew 12 different patterns. Inspiration came from looking at decorative patterned paper, geometric quilt patterns, and their imaginations.

Perspective Activity

After learning about the life and artwork of American Artist Winslow Homer, students began a perspective activity. This is in preparation for a larger painting the students will create beginning at the end of the week. We studied how Homer creates an illusion of depth in many of his paintings by altering the size of objects and people in the foreground, middle ground, and background. Things in the foreground, of course, appear much larger; while, things in the background can appear teeny-tiny. We explored this as a class by splitting our paper into three sections: foreground, middle ground, and background. Then, students tried their hand at drawing simple objects varying in size, but in the appropriate section of the page. The grand finale was learning how to draw a stone or dirt path that travels through all sections of the page.

Some student examples...

 

Color-Mixing Rainbow

In second grade, we just reviewed primary and secondary colors and how to mix them using watercolors. I showed the students a nifty color experiment that can easily be done by mixing food dye in plastic water bottles. Then, students were introduced to tertiary colors and how to mix them. 

Color-mixing Experiment!

Get moving... with Lines and Color!

The fifth graders are practically professional “curvilinear line-makers” by now. After finishing their line drawing, I challenged students to attempt another line drawing by repeating curvilinear lines and shapes, and then adding color!

Preceding this second drawing, students studied an energetic design principle: movement. We talked about how movement uses the elements of art (like: line, shape, and color) to create visual interest in a piece of artwork. Specifically, we looked at the ever famous “Starry Night,” and how Vincent van Gogh guided our eyes around the entire piece by strategically planning out lines and color to create movement. Students took turns tracing how their eye traveled throughout “Starry Night.” It was interesting to see how many of our eyes took different paths throughout the piece.
 

Then, after completing the line drawing step, we looked closely into color schemes to add another layer of movement with the element of color. We reviewed complementary colors, and I introduced the students to warm and cool colors. We looked at pictures that had both warm and cool colors, and talked about how warm colors advance on the page, while cool colors tend to recede. Students chose their color scheme (complementary, warm, cool, or warm and cool) to complete their project. Enjoy the results below!

Krazy for Kandinsky

We have been brushing up on our cutting and gluing skills in second grade art. After learning all about geometric and organic shapes, students were introduced to their first famous artist of the year: Wassily Kandinsky. Students not only observed the artwork Kandinsky made, but they also learned about his life. Then, inspired by his abstract paintings, students created a Kandinsky collage layered with different shapes, colors, and lines. A focus was put on composition, and I encouraged each student to arrange their shapes and lines in a way that was most pleasing to them.

Oh, and I stumbled across a neat interactive Kandinsky activity on the National Gallery of Art’s website: http://www.nga.gov/kids/kandinsky/kandinsky1.html

Drawing People (in progress)

An adjustable life-sized person in proportion

Goodness, the thought of drawing people can be daunting. The first unit in fourth grade is all about drawing people … in proportion! A lot of students have found comfort in drawing stick figures, but in art class we learn to break down the average person into basic shapes. Students also found out many “tricks” to make a person in proportion. Did you know that your elbow is at the same level as your belly button? Or, the very tips of your fingers reach mid-thigh? We also observed and drew people by measuring in “head lengths.” Fourth graders have been doing a fabulous job so far. These people are IN PROGRESS, meaning they will look a lot more like people when we go over how to add clothing, hair, and details. Take a look below at some of the people “beginnings” below, and keep an eye out to see how we improve in the next few weeks.

Quilting with Mrs. Black

In third grade art, we have been closely studying pattern. Quilting is something that connects with many different parts of third grade art including: pattern, storytelling, and Faith Ringgold. It also connects to the social studies curriculum in the future when third grade begins a pioneer unit.  I felt very lucky when I found out that Mrs. Black is a quilter. I knew very little about quilting, and, frankly, the idea of making a quilt intimidates me. Mrs. Black kindly offered her expertise to my art room by presenting some quilting basics, along with some quilting history. She drew from things that the students already know and things that the students will learn in the near future. Mrs. Black brought in some of her own quilts to share with the students, giving them an interactive learning experience. I think this valuable opportunity will provide the students with a more distinct understanding of Faith Ringgold’s story quilts when I introduce her in the near future.