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During this unit, Kindergarten artists explored the wacky world of by author and illustrator Richard Scarry. We watched a video about his wacky cars and looks at selections from his book Cars and Trucks and Things that GO! A few highlights from the book include a rainbow pencil car, a pickle car, and a hamburger car.
On the first day, students created beautiful painted paper at three painting stations. The stations included a bubble wrap station, a sponge stamping station, and a toy car rolling station. Though it took a few tries to get the logistics of rotating twenty five-year-olds through three potentially-messy painting stations, the students had a wonderful time experimenting with different painting techniques.
Next, the students designed their own Richard Scarry- inspired wacky car. With just a little prompting, their ideas were creative, usual, and hilarious!
On the final day, the Kindergarteners cut out their cars and glued them to a “road” on their painted backgrounds. As they cut out their cars, we took pictures of their cars in front of a green screen and created a stop-motion animation of their creative cars in front of Romare Bearden’s “The Block”!
Link to Stop Motion Video: https://www.youtube.com/watch?v=RTMDi6GExWQ
Students will create a piece of art inspired by the work of Romero Britto. As a class, we will look at and discuss Britto’s art and will identify common themes and styles of his work. Students will learn about patterns, warm colors, and cool colors and will utilize this knowledge in their own, original artworks.
- Understand Romero Britto and his work
- Recognize and use patterns
- Recognize and use different types of line
- Define and use warm and cool colors
- Create a heart picture using Britto as inspiration
12×18 Drawing Paper, Oil Pastels, Liquid Watercolors
D A I L Y L E S S O N S:
DAY ONE, LESSON ONE
Students will draw several hearts and lines on their paper. As a class, we will view and discuss Romero Britto and his art. Students will describe and use different types of lines. They will trace all of their lines in black oil pastel.
DAY TWO, LESSON TWO
Students will learn about different types of patterns in art. They will watch a demonstration on how to fill in the different sections of their picture with different patterns. Students will use oil pastels to create patterns on the picture.
DAY THREE, LESSON THREE
Students will learn about and be able to identify warm and cool colors. They will watch a demonstration on watercolor resist. Students will use warm color watercolors to paint the sections inside of their hearts.
DAY FOUR, LESSON FOUR
Students will learn about and identify cool colors. They will finish painting their warm color sections. Students will paint the backgrounds of their pictures using cool colors.
A S S E S S M E N T
QUESTIONING AND OBSERVATION
× Can students discuss Romero Britto’s art work?
× Can students identify and use different types of patterns?
× Have students added patterns to their art work?
× Warm and cool color assessment sheet
× Do students understand Romero Britto’s art?
× Did students create artworks using Romero Britto as inspiration?
× Are students able to identify and recall warm and cool colors?
× Can students identify and use patterns?
My fifth graders spent three weeks tackling embroidery. This lesson focuses on teaching the students a rather practical skill. I am a big believer that the things students learn in the art classroom are not limited just to art class. Sewing is a very important and useful life skill. The students learned how to make their own templates, which they then traced onto their fabric. We went over loads of vocab: Embroidery, Contour, Embroidery Hoop, Embroidery Floss, Backstitch, Running Stitch, and Bobbin; just to name a few. By the end of the unit all of the fifth graders knew how to work an embroidery hoop, correctly execute the running stitch and backstitch, and knew all of the proper terms. It was incredible watching the students ask to borrow bobbins, help one another knot their thread, or explain how to do a certain stitch. As a teacher I can tell when my lesson has been successful when my students stop asking me questions and turn to their peers first for guidance. The lesson went wonderfully with all of the students producing impressive embroidered contour landscapes or cityscapes.
Some of my favorite moments in the art room come from excitement and suspense that students were calling magic. Students dipped beetle pinch pots that were colored with oil pastel into watered down tempera. Their reactions were priceless in each second grade class and they all came out stunning. This same anticipation comes from lifting a printmaking plate for the first time. These moments remind me why I love teaching elementary art! Going along with the surprise will make a more memorable experience for students.
Art 6 classes were introduced to Instagram artist, Brock Davis. They talked about the reasons why an artist might choose Instagram or other online platforms as a place to display their work, and then analyzed Brock Davis’s work for a common theme. After seeing that Brock Davis often uses ordinary objects in unexpected or humorous ways, the students began to set up their own photos of classroom objects being used in exciting ways.
Next they measured out grids to scale their photographs into drawings using either colored pencils or graphite pencils. Some students even chose a combination of the two. Lastly, they participated in a “social media” activity. As a class we discussed the positives and negatives of social media and using text online. We then related that to how adding text to artwork could be positive or negative. As an alternative critique, students walked around the room and left positive comments on each other’s work, similar to comments on Instagram. Then the artist chose what text they wanted to include in their final piece.
Art 7 was challenged to create 2-point perspective drawings of a themed community. Students came up with lots of different and exciting themes for their projects, ranging from ice cream to Chernobyl to plants. The class learned about perspective techniques by watching videos on their iPads and collaborating on perspective drawings using the smart board.
Mr. Brownell began the 4th grade class with a presentation on album artwork, the history of physical music, examples of famous or iconic album covers and professional album art designers. I shared my passion of collecting records and DJing and to my surprise several students shared that their older brothers or sisters and cousins made music or had parents that collected records too. Throughout the unit students were able to work with my own personal albums (in protective sleeves) of course to create their own geometric abstractions. Students first experimented with watercolors and as the unit progressed we shifted focus to abstract artists Leon Polk Smith and Josef Albers and the 4th grade class was introduced to the concept of “hard edge”. Using painters tape and oil pastel I led a demonstration that dazzled the eager students with how clean the lines were. I brought my turntable and during each class period we would listen to a different table groups album while we worked. Incorporating music into the classroom was a huge success. Many students were excited by this unit on color and abstraction.
This lesson is centered around using line and shape as an introduction to using art materials along with a reading of the short story The Dot by Peter H. Reynolds. It is the story of a young girl, Vashti, who makes a simple dot drawing that kickstarts her art adventures. After reading the story Mr. Brownell introduced materials: tempera paint, q-tips, and paper and demonstrated the proper technique for the lesson’s dot paintings. Having students say “DOT DOT DOT” out loud for each dot made was super cute and encouraging for them. Kindergarteners were thrilled with this lesson and loved trying a new material to apply paint: Q-Tips!!
For this unit 2nd grade students observed and analyzed artwork and characters from stories and popular culture to create their own hand printed character. Students learned about foreground, middleground and background through several examples of landscapes and 3D renderings. Students made their initial sketches of familiar characters they had seen from TV shows or knew from books and continued practicing animal forms to the shape of their hand. In class each student was able to make a hand print using tempera paint and designed a background for the environment that their hand character lived in. When students finished they wrote a reflection about their work and made stories around the characters that they created.
This lesson done with 8th graders reviewed the history of postage stamps and reviewed the progression of different art styles used. Students learned ways to show emphasis on their topics.