Okay, here is the lesson I was yakking about in my last post. Mrs. H and I decided super hero self-portraits would be a nice display for the parents to see on Open House Night.
We went with the #2 super hero version as I thought it would be the easiest for this class, and keeping everything on one sheet of paper would be easier to keep together.
18x24 white construction paper
brushes, water cups
I showed a powerpoint on cartoon super hero characters and we talked about realistic portraits versus cartoon portraits, how cartoons/comics are more stylized and simplified. We noticed that the super heroes usually had bigger heads than normal, bigger shoulders and longer legs and muscles! We looked at famous super hero symbols and all the accessories that super heroes can have. Then we started the drawing. I was probably a little ambitious to start with this kind of drawing project as the first art lesson with a new 2nd grade class. But these kids ROCKED it. I was amazed.
Before we sat down to draw we all stood and modeled several super hero "poses" and what kind of names we might have as our super hero alter ego. Then we took out the pencils (which I almost NEVER use in art class at school in the beginning of the year). I did try to come up with some tricks to help them with their drawings. As most kids at this age have trouble filling the page with artwork, drawing proportions anywhere near normal and drawing lightly with a pencil. That's just developmental stuff, but I still encourage all students to break out of those developmental art stages and stretch themselves.
I had them fold their papers in half both lengthwise and width-wise. Then fold again the upper half width-wise one more time. You can see it in the photo below.
Of course all along we are talking about "drawing so you can barely see your pencil line" but that doesn't really get through to them yet. :-) In that upper half of the paper we used the second fold to draw the oval head using the "T" shape in the middle to help center the head and facial features. I made several kids erase (eek!) and draw bigger heads. We then made "skeleton lines" for the rest of our body (with the intention that they were done lightly so they could be erased - HA! )Since we were drawing our super heroes a bit exaggerated we used the middle horizontal fold as the "waist or hips". We drew horizontal lines for the shoulders and hips so they could see how to give their heroes more dimension and shape, rather than the typical stick figures. Then we outlined around the "skeleton" with our pencils and made the "skin"- giving shape to their muscles and joints. For the most part, their proportions (while supposed to be slightly exaggerated) were not too shabby.
At this point we talked about their backgrounds - were they flying or standing on the ground? Were they in a city or over a rural area or in the sky? Pencils went away and they brought out their crayons to color their super hero and create their backgrounds.
All along we talked about what their names might be and what super powers they might have so that they could start drawing in accessories or a background that fit their hero.
I think I did have some project rules too: They were supposed to have a logo for their super hero, mask, some kind of cape. Most of them also added boots, belts and gloves. I wasn't too rigid on the rules this time as long as they got the big ideas. They also could not have guns or knives in their artwork.
This lesson took two days for drawing and coloring and then painting.
Here are some ideas that we generated that helped us create our super hero personas.....
NAMES....we thought of some super hero names and realized most super hero names come from the same "formulas".
#1 ADJECTIVE + Girl/Boy/Woman/Man (ex. Wonder Woman, Superman)
#2 NOUN + Girl/Boy/Woman/Man (ex. Iron Man, Hawk Girl)
#3 COLOR + NOUN (ex. Green Lantern, Black Widow)
#4 "The" + JOB or NOUN (ex. The Hulk)
#5 ONE WORD (scary animal or dynamic word) (ex. Wolverine, Flash)
The names kind of led us to possible super powers and vice versa.....here are some super powers we came up with: smiling, doing homework, telling time, eating vegetables, reading, playing soccer, singing, creating art, jumping rope, elastic arms, loving nature, being nice to animals, babysitting, passing all tests, making lightning bolts....really this went on for quite a while. I mean, there are a lot of possible super powers out there in this world in case you didn't know!
Accessory ideas came next because you kinda have to know your super powers to know what kinda swag you need....mask, gloves, belt, boots, cape, wings, eye patches, cyborg parts, shield, hammer, crown, rope, glasses, rockets, webbing, bracelets, mermaid tail (hey, you never know!)....
Background ideas were the final part...
#1 In the City (buildings, skyscrapers, roof tops)
#2 Over Land or Water (far away landscapes, farms, towns, ocean, rivers, lakes, trees)
#3 In the Sky (clouds, sun, rainbow, weather, rain)
The kids can't wait to show their parents and see if they can guess who they are.
Are these not the coolest group of super heroes or what?
I am so excited!! My first art lesson with M's 2nd grade class is tomorrow. Of course that means I need to drop all the work I have piled up and make some samples.
But no - not only one sample - but yes,many samples.
Let's be honest here. This is a lot more fun than work.
This above is ME in super hero form. I look pretty cool, don't I?
Here is my third version.
This one involves more cutting and more gluing.
But equally fun. Hmmmm....which one should I use for my first lesson. Anyway, here are the details.
#1 Newspaper Background glued on first on top of 9x12 paper. 9x12 white paper used for body and "pow" and "zap". Markers except for a light brown crayon for skin color. I was simulating what supplies the kids would have in class. Cut & glue. Very cute and Pop Art like.
#2 My standard wax resist and watercolor. 12x18 white construction paper. Experimented with folding the paper to help give them guidelines that are less visible than those dratted pencil lines. I have yet to find an under 5th grader who can really "draw very lightly with your pencil". :-) Used crayons this time instead of oil pastels since I am still gauging this class' art exposure level. I was worried about smudging until I could see their coloring abilities. I also experimented with "drawing a skeleton" for their figure. They will have background choices to draw in with crayons (pencils will have been put away by then!) and then the magical water color over it all. I'm thinking this one might be it.
#3 Similar to #2 but made in 3 parts. Might be too much to keep together this time around with 2nd graders. Again crayon and watercolor wax-resist. Head done on 9x12 paper cut in half. Body on 9x 12 paper. Background on 12x18 paper. Background was the only piece with watercolor. Cut out the body parts and glued them on the background when dry. Looks a little more like he is coming out of the background. Pretty fun too.
I am taking an online e-course on how to teach art to kids with Patty Palmer at Deep Space Sparkle. Last year I took her amazing course Teaching Art 101 and this year I am taking the next course Beyond the Basics.
Patty's blog, her instruction, her ideas....it's all amazing. I highly
recommend taking a course from her or purchasing one of her many lesson
plans. Our homework for the second week of her Beyond the Basics course
is to create and post a lesson based on one of the lessons she taught
us in her first or second week of class, BUT to make that lesson into one that can be taught to a different grade/age level than the one she showed us.
12X18 White Sulphite Paper
Paper Plate for Large Palette
Tempera Paints - White, Black, Blue (or color you will be using)
Black Permanent Marker
Color Wheel with tints, tones, shades (optional)
AGE GROUP & GOALS
2 Class Periods
Learning how to make color values, landscapes, and include pattern design
First, have the students design their landscape contour line drawing, with at least 5 "layers" of landscape features. Show examples of different landscape formation shapes and discuss the concepts of landscape drawing using foreground, middle ground and background and horizon line. This is also a great lesson to show the students how things get lighter in color as they are farther away. A color wheel (with tints, shades and tones) to show overhead or pass around the class would be a great addition.
One the students have their simple line drawing complete, have them choose their main tempera color. They will count how many "layers" there are in their design and make that many different tints and shades and tones, including their original paint color.
Demonstrate this part first - starting in the center of their plate have them make a quarter sized dollop of original paint. Then have them make the corresponding amount of dollops around their plate. The original paint color will be one of their middle layers on their drawing. However many layers they have above the original color will become tints and the students will add white to those dollops - more white equals a lighter tint. However many layers they have below the original color layer will be shades (or tones if you'd like to delve into grays). Those dollops will have SMALL drops of black paint added to them.
Caution the students on how quickly black can "GO WRONG" if added with a heavy hand. That is why we start with small dollops of paint, the dollops will increase in size as we add the black and white. They can start mixing their paint, starting with the tints. Each student should have a paper towel to dry wipe their brush in between color mixing and painting. No need to have water at the tables. It should only be needed for clean-up.
The students can start at either end of their drawing, working from tints to shades or vice versa, just encourage good brush wiping. Tempera paint is fairly forgiving with it's blending, but they want to keep definite contrast between their mixed tints and shades. They will complete the painting of each layer before wiping their brush and moving on to the next layer.
If they would like to add some clouds or some top layer element with white, they may do so.
The paintings will dry quickly and next session they can add the permanent marker.
The first step will be to outline each landscape layer. It is fine for some layers to be the same shade but have a line dividing the "mountains" or "hills" in that particular layer. It will make for more fun patterns to be able to include in the next step.
Again, you could show some simple design pattern examples or have the kids generate their own pattern ideas and share some of them on a white board. Some zentangles, though more detailed than desired for this lesson, would be fun to show the students. However, you do want to stress that the color value layers still need to show through the pattern design, or they will lose the effect of the value range of their landscape. So simple designs with less solid lines and shapes are the most desired patterns for this lesson.
When they get to the sky and/or clouds, encourage then to continue with their patterns, still making sure not to overwhelm the lightest part of their painting.
And there we have it - our value landscape study with added pattern design for older grades!
I am taking an online e-course on how to teach art to kids with Patty Palmer at Deep Space Sparkle. Last year I took her amazing course Teaching Art 101 and this year I am taking the next course Beyond the Basics. Patty's blog, her instruction, her ideas....it's all amazing. I highly recommend taking a course from her or purchasing one of her many lesson plans. Our homework for the first week of her Beyond the Basics course is to create and post a lesson based on one of the lessons she taught us in her first week of class. So here it is...
Smith Rock Inspired Mixed Media
9x12 watercolor paper, 90lb
Skinny Black Permanent Marker
Watercolor Pan Set
Bigger wash brush
Smaller detail brush
AGE GROUP & GOALS
Landscape contour drawing and various watercolor/mixed media techniques
We are focusing on a famous, local landmark that truly defines our natural beauty here in Central Oregon. Smith Rock is famous for rock climbing and the beautiful cliffs made of tuff and basalt rock seem to just pop out of the nearby farming and ranching fields. The Crooked River trails through the canyon walls and makes for a beautiful and unique state park. Above are several photographs that I recently took to share the interesting shapes and colors with the students.
First have the students make a contour line drawing of the canyon with a river bed, focusing on the geometric and organic shapes of the canyon walls. We also talk a bit about landscapes and perspective and how to create areas of foreground and middle ground and background. This design has nice simple shapes that the students could easily manipulate for first experiments with landscape perspective yet not so distinct of shapes that the proportions stressed out the students. Make sure to encourage the students to LIGHTLY sketch and be sure to check on them. I usually give a time limit on pencil usage and let the students know when it is time to put pencils away. Next, with a permanent marker go over your sketch lines to outline. With the skinny permanent markers the students can still achieve a "sketchy" quality to their lines and they do not turn out as heavy as with the regular tip.
Talk to the students about adding in more details as they go, possibly vegetation, rock striations in the cliffs.
I even throw in the term, "slightly abstract", when I am talking about the sketchy lines I make so that the students don't freeze up over trying to make their drawing too realistic.
Here I even show the students how I changed my mind while using the permanent marker - I decided the plateau tops of my cliffs, while very typical of the area, are not typical of the formations around Smith Rock. So I made the tops more jagged and peaked - but it will be okay. I notice that when I make mistakes in class and then show the students how I fix them or incorporate them into my artwork, that they are much more able to attempt that same skill on their own.
Now we'll talk about color. Obviously our high desert environment is rich in earth tones - browns and yellows and sage greens. But we also have beautiful clear water and brilliantly blue skies. So I have the kids start first with picking crayons that will create realistic color values. And we are going to go with warm colors for the canyon walls and cool colors for the sky. The fun part is that I had a few metallic crayons in gold and brown mixed in and the look is very subtle but you can see some of them on the drawing. As I want the art to maintain it's lightly abstract qualities, I encourage the kids to trace over or next to their black lines with the crayon and think about the crayon lines creating texture and movement in the artwork.
Rather than coloring in, the crayon accents the black pen lines.
Next we will move on to the watercolor. We will do the river first. I wanted to make sure not to get my brush too terribly wet so my river did not expand past it's banks as I did not create a wax border for it. But I am using the bigger wash brush to get a nice even coverage of color. The wax in the crayon is creating a resist effect and helps simulate the movement of the river. And while it is wet we will throw on a bit of salt - one of my absolute favorite watercolor techniques that never fails to amaze students!
We will let that dry for a bit while we move on to the sky. We are going to try a wet on wet technique to get the colors of the sky to blend together more seamlessly. Make sure to tell the kids to really clean their brush so that when they wet the areas of their sky only - that it doesn't have color bleeding onto it.
We decided to make this a picture of Smith Rock in the morning, with the sky still a deep blue within the canyon walls and the horizon lightening and turning the horizon a pinkish hue. Point out to the students the difference of how the paint moves on the wet paper versus the dry paper of the river. Show them how easy it is to blend the colors together on wet paper without muddying them up.
Next paint the canyon walls with a wash of yellow. Then using wet on wet technique again (but this time with a color wash as the base) add in some orange and red and brown to mimic the canyon wall striations of different rocks. You can use your crayon lines as guidelines or as contrast.
Now if your river is about dry you can shake off the salt. However, be sure to carefully shake it off the bottom of the paper. Or you can again, be like me, and create a little boo-boo and let some of the salt get onto the sky. Thankfully one of my "students" (this time my six year old daughter) said it looked just fine, "like the stars that are sometimes still out in the morning". There 'ya go. Art is all about interpretation, folks! Finally paint the foreground and vegetation areas. Students choice whether they want to do a wet on wet technique or just paint away. And then their Smith Rock inspired masterpiece is ready for wowing the parents and hanging up in the living room!
Wife to a VERY understanding man (even if he does roll his eyes and duck back into his garage way too much); mother to three maniacs,crafter, professional volunteer, crazed maniac in her own right...yep, that about covers it for now.
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