http://www.teacherspayteachers.com/Store/Sarah-Shivler
Other Classroom Ideas:
October 28, 2011:
Pre-K and Kindergarten Perspective Lessons
Teaching perspective can begin at even the youngest age. In Pre-K and Kinder the lessons include the basic terminology of foreground, background, overlap and also include the explanation of the closer to the bottom of the paper the closer it appears to the viewer (and the larger the object looks) and the closer to the top of the paper the farther away it appears to the viewer (and the smaller the object looks). It takes a little more repetition for the concepts, but my students were able to verbally explain it to me by the end of the projects.
The Pre-K student lesson uses a construction paper vase (the only pre-cut piece) and other kid-cut shapes (table, flowers, stems) to show a vase on a tabletop. The kindergarten students draw a landscape perspective of their house in the foreground and the horizon line in the background.
Here are a few pics of the student's work.
Pre-K Flower Vase Project:1. Students were given a piece of brown paper for the background and a piece of black for the table. They were shown how to place the black piece closer to the bottom of the page (in the foreground) for the table to appear closest to the viewer (them). Students were then shown how to cut the extra black paper from the edges by turning over the paper after the black was glued down with glue stick and trimming next to the brown. The difference between the foreground and background were explained and repeated back by the students (active response).
2. Next students chose a vase shape (these were the only pre-cut pieces used for the project. In the future I would give them a rectangular piece and model how to cut curvy edges on the four corners. Students were asked where they would need to place the vase for it to appear closer to them? (closer to bottom of the paper or the foreground). Students were shown how to glue the vase without gluing down the top part of it (to later tuck/glue the stems under).
3. Students then took a piece of green paper and cut thin strips for the flower stems. Students could make them as long/short as they wanted. If they were too wide/thick they were told if they wanted thinner strips they could cut it in half (and pointed to up and down ways). I NEVER make them do something like that if they do not want to... I try to make sure it is always phrased to where they know it is their choice. While demonstrating how to cut them I do say something like "how do flower stems look? Are they thick or thin? Do you see stems that are really wide? (No) When you make your cuts, then make sure you cut them to look like the flower stems we just discussed).
4. I had them make four or five stems and stick the edged under the top of the vase. I demonstrated how to overlap some and how not to group them all together. Students then glued in place with a glue stick.
5. The students then chose scrap pieces of construction paper in several colors to make their flower shapes. Students watched as I showed them how to make a rounded shape, a oval with a flat top (tulip like) and then they created their blossoms. I watched closely as the lay the blooms on top of the stems BEFORE gluing to help make any adjustments with overlapping or crowding. We discussed how if the stems overlapped the one in the back was further away from the viewer. Once the child was satisfied with their blossoms, they glued those down to the paper.
6. Some students decided the stems needed leaves and added those on their own.
7. The concepts of foreground, background, overlap and so forth were reviewed before we ended the project.
Kindergarten Houses:
1. The concepts of foreground, background, etc were reviewed before they drew anything. We also discussed how houses look and all will be different from one another. They didn't have to draw their own house, but many decided to use it as the model. They used pencil for the drawings.
2. It was modeled how to draw the house towards the bottom edge of the (portrait length) paper so it appeared closest to the viewer. They were also asked if it would make the house be bigger or smaller because it was towards the bottom (bigger b/c it was closest to viewer). They were instructed to draw a rectangle or square for the shape of the house and then add a triangle for the roof. Some students added more to their house or did more than one building and that was fine. I WANT them to express their individuality in their artwork. They then added house details and we talked about patterns they might find on the roof, sides of homes, etc. They could also add landscaping like bushes, trees, etc to their drawings as long as they were in the foreground.
3. Next, students were instructed to make a horizon line about 2/3rds the way up their page (more towards the top-- so further away from viewer). They were shown how to draw the line BEHIND the house or other objects that were in the foreground. Then they could add any details like more trees, another house/building, etc in the background. Also they could add sky details-- keeping in mind they are closer to the top of the page, therefore further away from the viewer.
4. After they were done with the pencil drawing the students colored in with colored pencil. The students were shown how to color one direction and to try and keep the pencil strokes close to one another to cover more of the white paper. Some students wanted to color the entire sky and some did not-- either was fine with me.
5. To complete the finished product and have more definition to their art, students outlined their objects (house, trees, clouds, etc) with black Sharpie. This also helps "cover" the unevenness of the coloring strokes between objects. Then when it is mounted on black paper the house and other objects have more visual interest. In the top photo it shows the child outlining in black before coloring in the background with colored pencil and that is ok too.
Enjoy.. these lessons can be taught at home as well as in the classroom.
Check out the rest of the class projects on artsonia...
http://www.artsonia.com/museum/gallery.asp?exhibit=379731
October 25, 2011:
Below I will post photos with information on that particular project. Please feel free to contact me with any questions. I am new to this blogging and I would love any ideas or suggestions on how to make this a blog you would like to visit often. I love constructive feedback-- so please share!
These First Grade students learn about different Native American tribes during the year. To integrate art instruction and social studies we made these portraits with headdress. Students had been looking through books in their classroom and then again in the art classroom prior to this lesson. A discussion took place about the different tribes and the different types of headdress they used among themselves. Students shared information with the class and I shared illustrations and photos from the books. Then the fun began!
Visit the artsonia website where this is posted:
http://www.artsonia.com/museum/gallery.asp?exhibit=373615
After looking at books for inspiration, how to draw facial features in proportion was modeled for the students. They were then given a piece of watercolor paper and pencil to make a sketch as the steps of drawing a face were reviewed:
1. Draw the facial shape- not a round circle, but more oval shape with no "top" or closure. I find this easier to add the headdress and hair without the curved top of the head.
2. The neck is then drawn from the bottom of the face shape to the edge of the paper. It is encouraged to draw the neck lines with a slight curve.
3. Then, they watched as how to draw the eyes and where to place them was modeled. Then time was given for them to draw them inside their face shape.
4. The same process was followed for the mouth and nose.
5. Students then had the freedom to draw their headdress and then add the hair. Hair was added last so there weren't lines to erase under the headdress.
6. Next, students used Sharpie marker to trace the pencil lines. Then they erased the pencil lines.
7. Students then used watercolor to paint their portraits.
8. The teacher cut out the portraits and mounted them on the large paper for display.
