ARTistic Students

You can't make a mistake in art because your art is your own unique, expression.

Forest of Trees in Perspective

January 19, 2012 by · Comments Off · Uncategorized

Students used red and black construction paper.  The red paper was to symbolize a fall setting and black trees symbolized bare trees.  Students cut stripes of black paper of various thicknesses.  Trees closer in the art were larger and closer in the foreground of the composition.  Trees smaller, were thinner and placed further back in the composition.  Students placed the trees at various positions throughout the composition, showing close trees and further away trees.  Last, they added small branches to the trees, by cutting small stripes of black paper.  The trees were glued down onto the paper. 

Block Letter Perspective

January 19, 2012 by · Comments Off · Uncategorized

I taught students perspective by writing their names in block letters.  I asked for a volunteer for the example.  I wrote their name in block letters.  I then made a perspective point above the block letters.  Next I took a ruler and any edge of the letter the ruler could reach, I drew a line from the edge of the letter to the perspective point, also known as a vanishing point.  After the vanishing lines were drawn, you followed the letter’s shape to define the letters from the vanishing point lines.  Last, I erased the extra vanishing point lines.  The letters appeared to shrink as they went back in space.  You can also apply to this shapes.  I gave an example with hearts and a square, turning them into a shrinking 3-d shapes.

Train Track Perspective

January 19, 2012 by · Comments Off · Uncategorized

I explained perspective by asking students if they ever stood on a train track.  Then I asked if the track looked smaller when you stood on the train track, as you follow the train track and look far down the track.  Students answered yes.  I explained that even though the track appeared smaller, it wasn’t actually smaller, but just appeared smaller because it was further away.  This helped explain what perspective means.

I drew an example for the students.  On white construction paper, I drew two lines for the train track leading back and narrowing.  I drew train track sign up close at the beginning of the track and a large tree.  I drew smaller trees along the side of the track as the track went further back.  Students followed my example, drawing their own track and added some of their own details like animals in the scenery.

Hills and Trees Large to Small – Learning Perspective

January 19, 2012 by · Comments Off · Uncategorized

I explained perspective standing near my students and saying, I appear larger to you because I am close to you.  Then I ran to the other side of the classroom and asked the students, if I looked smaller, larger, or the same at this distance.  The students said smaller.  Then I explained how this concept applies to art by saying objects closer to you appear larger, but objects further away appear smaller.

In their art project students were given construction paper and crayons.  I gave a demonstration, drawing overlapping hills, with the largest hill in the front.  Then I drew trees on the hills.  The larger hills had larger trees because they were closer and smaller hills had smaller trees because they were further away.  With my example students created similar art showing they could draw perspective.

Swimming Jellyfish – A Study of Movement

January 19, 2012 by · Comments Off · Uncategorized

As I introduced this lesson, I talked about the movement of the water.  I asked the students how we could use art to show the movement of the water.  Students answered by drawing wiggly lines to show the ripples.  When I told the students they would be creating jellyfish, I told them the to think about how the water moves the tentacles of the jellyfish and how the water would make the tentacles move in the water, like their tentacles rippling with water movement.

The materials used are:  flat board canvas, blue and green acrylic paint, colored tissue paper, and modge podge.  Modge podge is a  all-in-one glue, sealer and finish.  Students first painted the background of their canvas.  They cut out the shape half circles for the jellyfish head from tissues paper and took several pieces of pre-cut tissue paper stripes.  They used the modge podge on both the front and back on the tissues paper as they applied it with sponge.

To make the canvases easily hung, an adult can drill two small holes into the top of the canvas.  A pretty ribbon tied into bow creates a simple, pretty idea on how to hang the paintings.

 

 

 

 

 

 

Ocean Waves with Depth

October 3, 2011 by · Comments Off · Uncategorized

I gave students a step by step guide on how to draw an ocean wave.  I also showed students where to apply darker shades and lighter shades of the value scale to create depth in their wave.  In the barrel of the wave, a range of value was created to show the wave was tunneling.  The ocean water in the front of the wave was lighter because it is closer to the viewer, whereas the the wave was darker  because it is further away from the viewer.  The splash of the wave was white, imitating the white water created by waves.

Learning about Value with a Still Life Study

October 3, 2011 by · Comments Off · Uncategorized

Students were given a piece of modeling clay and were told create a ball.  I told them to put the ball on their table and study where the light hit the ball.  The light source was the above on the ceiling, therefore the lightest area of light was on the top of the ball and the darkest area of light was on the bottom of the ball.  I told them to draw a circle and study how the light hit to ball.  Students used charcoal for shading.  They also added a shadow.  The shadow helped to show the ball was on a surface and not floating in space.

Great Job 3rd and 4th grade!

 

Value Scale on a Circle

October 3, 2011 by · Comments Off · Uncategorized

I gave students paper with a circle with curved lines in it, following the contour the circle shape.  I asked students to fill in each line section from darkest, on the bottom, to the lightest, on the top.  This showed students how the value scale transformed their circle into a sphere!

3 Dimensional Shapes with Value

October 3, 2011 by · Comments Off · Uncategorized

I gave students papers with 3 dimensional shapes and asked them to shade in each surface area with a different shade of grey using pencils.  I asked students how to create lighter and darker shades.  They responded by pressing lighter or harder with their pencil.  Using  3-dimensional shapes helped them understand how the value scale of grey can help create a shape to become more 3-dimensional.

Color Wheel

October 3, 2011 by · Comments Off · Uncategorized

Students were given the primary colors and had to create secondary and tertiary colors by using only the three primary colors.

Red, yellow, and blue are primary colors.

Orange, purple, and green are secondary colors.

  • Yellow and red makes orange.
  • Blue and yellow makes green.
  • Red and blue makes purple.

Yellow-orange, red-orange, blue-purple, red-purple, blue-green, and yellow-green are tertiary colors.

  • To make a tertiary color y0u add slightly more one of the primary colors when mixing paints.  For example:  to make a blue-green, you mix together more blue with less yellow.