4th Grade: Silhouettes and Oil Pastel

I have no idea what to call this project - but it is really amazing and cool.  I got the majority of this lesson from smART Class, and then tweaked parts.  The high contrast, and visually dynamic product was perfect for my fourth graders.

The first day students and I reviewed what they know about colors - which colors mix to make others, which ones work well together, which ones make brown... etc.  Then we passed out liquid watercolors (honestly, never going back to cake watercolors), and two coffee filters per student.  Students were in charge of folding their coffee filters in half, twice, getting a paint brush and painting them.  This seems easy and perhaps 'boring' but the kiddos LOVED it.  The coffee filters absorb and bleed the colors around and into each other - something paper normally won't do.  It was fascinating.  The first class I introduced this to, I also planned to have them cut out their black paper - but only two kids got that far, so for rest of the classes we just enjoyed the painting.

Pumpkin patch and skeletons coming out of graves!

The second day I introduced what we were going to do with these filters.  (I purposefully did not tell them when they were painting, because I didn't want them to over plan).  I stressed to them that they did not have to do Fall or Halloween - but anything: a normal day, Christmas, Easter, a pretend place.  Our goal, rather, was to use shapes and size to help communicate to our audience what was happening not to do just Halloween.

Knee-high by the Fourth of July

Next, students used a tracer to trace and cut out a hole on their paper.  Next, students unfolded their dry coffee filters and picked which one to use for their project.  (I had students make two so that if they hated one they had another choice, and if they made a mistake on their coffee filter that we couldn't solve they had a back up).  They taped their coffee filters on the back of their paper, flipped it over and went to work drawing with a Sharpie in silhouette style. Some students really struggled with the idea of silhouette and others nailed it.  I think, in the future, I will try and introduce silhouette more purposefully and see if that helps.

The simple added detail of a house number.

The third week we busted out the oil pastels and grew our picture out into the black.  I encouraged students to take what they had already draw and continue that into the black space.  We did part of one on the board together - they brainstormed a bunch of ideas for me and then I did a 'think aloud' where I said everything I was thinking, including mistakes and changing my mind about things.  I reminded and encouraged students to use their knowledge about perspective - things far away appear smaller and things closer appear larger.  I also showed them how wonderfully oil pastels layer and blend.  I encouraged them to use more than one color for each part of their picture - if you have pumpkins, do more than just one color of orange.  I would show them and they would all 'ooooh'  'ahhh - that looks so real'.  I then, turned them loose.  Many remembered about perspective and applied it, some still are struggling with the idea that sidewalks should appear larger at one end.

Christmas!

On the fourth and final day students finished up and we did a whole class review/critique.  I post all finished work on the board.  I then set a timer for 10-15 minutes, depending on how much work is complete.  I explain to the class that if they need all class to finish they can use all class - however in 15 minutes I will clean up everyone who is done and we will do a class review.  They may join us as soon as they are complete.  So, after fifteen minutes I ask everyone who is done to clean up, anyone who is not done should ignore clean up and continue to work.  I pull everyone to the carpet and I lead them through a series of open ended questions.  Sometimes I ask them to point, sometimes to raise their hand, sometimes to pair share, sometimes share to the whole class.  My goal is to get them to look more critically at their own work and be inspired by each other.  Some questions I tend to ask:
"Find yours on the board.  When you have found it, please point at it so I know you found it."

And the field goal is good!

"Put your hands down and look at your own work.  Find something you feel you did a good job on.  When you have something, raise your hand. (wait for all hands).  Please share quietly with someone next to you".
"Look at the projects and find one, that isn't yours, that captures your attention.  For some reason out of all of them you keep coming back to this particular one.  Raise your hand when you have one. (wait for hands).  Now look at it more closely, maybe compare it to others around it - what about it captures your attention?  Notice I didn't ask which one you liked - I asked which one captured your attention and why.  When you share please use your artist words to describe what captured your attention for example: Ava's really captured my attention because the texture of her grass makes it look like its blowing in the wind.  NOT: I like Ava's because it is pretty.  Share with your neighbor about which one captures your attention and why."

Snow angles and the Aurora Borealis.

"Anyone want to share out to the class about which one captures their attention and why?" -- As kids do this I do not agree or disagree with their picks - simply  "okay" and call on another.  This review is not about what I think.
"Point at one that you feel used color really effectively -- find another"
"Point at one that you feel is very unique."
"Point at one that you feel has strong craftsmanship"
"Find yours again.  Look for something that you would change or add.  Maybe you were inspired by another student's idea or use of material.  Tell your neighbor.  Does anyone want to share out what they would change?"

Those shadows and highlights!

Winter Trees - 3rd Grade

I wanted to do these amazing trees last year - but alas, it NEVER snowed.  Well, this year we totally had snow and plenty of it.

I had third graders learn a new way to draw trees - now, I'm not a big proponent of teaching kids HOW to draw something - but I also know that getting kids to draw two sides of the branch instead of just one wasn't going to happen spontaniously.

So, first I projected a picture of a winter tree and traced sections of it on the board for the kids - making sure to really drive the point that we are drawing the outside of the branches, not just the middle.

Next I showed students a pattern on my traced tree.  There is a "V" and that v grows longer into branches. (see picture).

We continued this pattern till we had a tree.

I explained to students that this pattern may make sense in their brains, but when they go to draw, it might be more difficult than they expected.  Most students poo-poo this and think "I got this Ms. Novak - it's EASY" and then when it comes to paper and pencil it is more "Uhh Ms Novak - I need help."

I have students practice trees on some scrap paper till they get the hang of it - then I let them pick out a color of construction paper and start on their final.

After their tree is finished, they color with brown oil pastel(or white if they want a birch tree - most stick with brown).  Once their tree is all colored we talk about how when it snows - the snow sticks to the top of each branch.  Students take a white oil pastel and color white on the top of each branch.  Now, some kids totally get this and others get lost in the idea that the top of EVERY branch is colored white - not just the top branches.  Students that get stuck on this idea often travel with me to a window and look at how the branches don't line up under each other - thus letting snow land on each one.





Last but not least, MY FAVORITE PART!!!! -- If students wish they may add some glue to the snowy parts of their trees/ground and add some white/clear glitter!  I know many art teachers and custodians HATE glitter -- I happen to love it.  I love how it sticks to everything and travels through the whole school.  It makes me feel like there are little art fairies bringing joy to all.

Despite the fact that I tell kids 'how' to draw a tree - they all end up as unique as the students that draw them.  Short of giving up on the project EVERYONE succeeds, because - well, all trees look different, no two trees look exactly the same so there is no "my tree doesn't look like a tree".

Yay!  High success!

3rd Grade Reflection Names

This project has gone through a few changes - I started it a couple of years ago and was never really happy with how it turned out, until now.

Most years I have the kids decorate their letters instead of the background - but their letters often ended up narrow and small leaving LARGE open, untouched, white spaces.  This year I opted to have them leave their letters white - AMAZING difference.

Here is how we did them.
1) Fold 9 x 12 paper in half hot dog style.
2) Leave folded and draw name in BIG bubble letters -- normal or funky (using different kinds of lines)
3) Sharpie trace name.
4) Go to window/light table and place NAME on surface so the blank side is facing you.
5) Trace name through paper using a pencil - name will be backwards - it's okay, it should be. (this is the hardest part for students to do - it is hard for them to do it backwards)
6) Sharpie backwards name.  (you could skip the pencil on the backwards name, but 3rd graders tend to sneeze or bump each other and want to start over.)
7) Pick ONE side of paper and use a black oil pastel to draw SIMPLE designs.
8) Fold paper backwards so that the names touch each other.
9) RUB paper while folded - rub hard.
10) Open.  The oil pastel will transfer lightly to the other side - trace these marks with black oil pastel.
11) Time to color.  I tell the student to turn their paper vertical/portrait style.  It tricks their brain into see the patterns they drew instead of their names.  Then I tell them to start at the fold and work their way out.  Whatever they do to one side of the fold needs to be done to the other side.
12) Continue till finished!

These took use about 3 50 minutes classes.  We talked a lot about reflections -what they are, where we see them, how they work - why when we look in the mirror the words on our shirt look backwards - etc.

The kids had to trust the instructions on this proceses, as many of them couldn't visualize where it was headed.  When it was done or close to be done they were mesmerized and thrilled at the results (I was too).



This project is great at the beginning of the year because it helps me to re-learn names, see how they have grown over the summer, and how our year will go.

Tornado Safety - 1st Grade

I originally found this lesson while browsing "Adventures of an Art Teacher".  I pinned her tornado safety pictures to my 'Art Lesson' board on Pinterest.  I have since been eagerly waiting for spring to try my spin on this idea.

The very first day we didn't discuss tornadoes at all - instead I had the students close their eyes and imagine they were driving up to their home.  I asked them to think and look at their home and proceeded to help them think through what their home looked like:
- is it a house?
- is it an apartment?
- do you live in a condo?
- do you live in a trailer?
- How many windows do you see?
- How many doors?
- Where are the windows and doors?
- What color is your home?
- What shape is your home? - tall and skinny? short and flat? square? rectangle?
- Are there shutters by the windows?
- Is there a chimney?

After this I asked students to draw their home LARGE on a sheet of paper.  They then outlined with sharpie and colored it with crayons.  I did my best to stress they color their house the color it is - apparently there are some rainbow and duel colored homes out there. ::wink wink:: If students got this far then they cut out their house and glued it to a piece of dark grey construction paper.

Next class students and I discussed Tornadoes - what are they, how do they form, what to do to stay safe during a Tornado.  This discussion was pretty informative for them and for me.  After we talked for a bit I explained the plan for the day.

After a quick demonstration on tearing paper  - We pass out their homes, black paper for the tornado, sentences about how to stay safe around tornadoes, and oil pastels.  Students ripped their construction paper, glued it down.  Next, they cut their sentence to fit in the tornado, being careful to read the sentence back before gluing it down.  After this was completed students used oil pastels to finish out details.  Again, we are working on making color choices that make sense - ie: magenta clouds aren't very tornado like. 

Most of these turned out AWESOME and I love the diversity in homes, tornadoes and even details that got added in later! 

Thanks for the idea Adventures in Art!

1st Grade - Still Life Plants

post drawing

This project started as a cross-curricular project with the 1st grade science unit about plant life cycles.  The elementary art team in my district had a grant to purchase materials specifically to do projects that corresponded with a unit in their regular education room. 

The original thought was to have the students do a still life -- look at the plant and draw.  I decided to do pre and post still life drawings to see if there would be a difference in their drawings (and boy is there a difference!).  The first day of the project students received a piece of paper (18x11) and folded it in half hamburger style.  Then, with a pencil, they drew the best plant they could making it fill most of the paper.  I did not specify what type of plant, because I wanted to see what they would default to.  After their plant was drawn I asked them to create a background and color it with crayons.

left: post     right: pre

The next class period I explained that we were going to draw plants again - but that this time they were going to have a plant to look at.  I did a demonstration where I did a 'think aloud'.  I said my thoughts out loud as I decided on the shape of the stems and leaves.  For example: "The leaves look kind of like hearts connected to the stem.  I notice that the stem is not straight and tall - but is curvy and falls over the edge of the pot.  Each stem has lots of leaves on them!"  As I talk I draw what I see.  I then ask the students if there are any flowers on my plant (the plant I was using did not).  I then ask them if I should have flowers on my drawing - they reply with no.  The students are encouraged to really focus on drawing their plants and are not given any instructions to color so that they work slowly.  If their plant is done with quality they may add a background with pencil.  After I answer any questions the students head back to their table to start drawing their own plant.

left: pre      right: post (in space)

The following class I pull the students for another demonstration about how to color their plants using oil pastels.  I, again, do a think aloud as I talk about the colors that I see.  Example: "I see that my plant is mostly green - however when I look at the leaf of the plant I notice the top of the leaf is a darker green than the middle, and the tip is almost a tan color"  I then find those colors and color the leaf as I described it.  I do this a couple more times and then ask the students questions like, "Is my plant all ONE color of green?" "Is there any purple on my plant?"  "Is there any red on my plant?"  "Should I color my plant any colors that I don't see?"  The students respond accordingly.

The kids head back to their tables, dump out their oil pastels and get to work!

left:  post        right: pre

The next class I like to put all their pictures up on a wall and we gather around their pictures on the floor - a sort of class critique.  I ask the students to silently find their project with their eyes.  I then ask them to look at both their pre and their post drawing and decide which one they like best.  Then I ask them which one looks the most real.  I then ask them to raise their hand if it was the same answer for both questions.  I ask someone to share why they think their favorite one was also the one that looks the most real.  I then ask students to share which one in the class has the most realistic leaves, the highest quality of coloring, the most unique, the most interesting background.  I ask them to explain why they chose each option. 

This part will sometimes take most of class or only part -- it depends on the students and their level of engagement.  It is wonderful to listen to students and their reasons - great higher level thinking exercise.

1st Grade Snowman Collages

It is the middle of January here in the midwest which mean lots of cold weather and snow.  I took this opportunity to have the students be inspired by the weather and their imagination to make snowmen collage pictures.  First we read two of my favorite snowmen books:  "Snowmen All Year" and "Snowmen at Night" both books are by author Caralyn Buehner.  The students task was to start thinking about their snowmen pictures - what their snowmen were going to do!



After the books I gave a quick demonstration about tearing paper to make a snowy ground and then how to make the snowmen for their pictures!  The main focus of my demonstration was to remind and encourage them that their snowmen will not be perfect circles.  We tore the paper instead of cutting to give it a more snow-like affect.

The second class period the students added all the colored details - scarves, hats, kites, leashes, sleds, fishing poles -- whatever they needed to add to make their picture make sense!

Fishing

 

Snowball Fight

Flying a Kite

The range of snowmen activities was both intriguing and humorous.  A project I will repeat!

3rd - Silouette Trees

 I do not remember how this project came to me - I think I was trying to do something else and a mistake turned into a pretty awesome project.

This is the project that 3rd grade did for their Original Works fundraiser project.

The students were given a piece of 8.5x11 piece of paper and a strip of masking tape - about arms length.  The students tore the masking tape with their fingers, making rough sides/edges.  As the students tore the tape they built their tree.  The thicker pieces for the trunk, small tears can be used for tiny branches - each piece can be added to the tree.

Some students chose to do a landscape, others portrait style - some students have one tree or many.

After the tape is used and the students like their composition - they color over the tape, filling the whole paper with oil pastel.  The students can make patterns, sunsets, random colors - anything they can think of - they must fill the whole paper with solid color.

Once the paper is filled with color, peal the tape off very carefully.  If the paper rips a little, it's okay - a bonus branch.  I demonstrate this for the students and show them how sometimes mistakes can turn out pretty awesome.

The end results are wonderful!  All students succeed and all projects look very different!