Sunday, April 15, 2018
Real art!
I ponder the statement of creating art:
It is the product that matters; or is it the process that matters?? Any visual art can be a topic of conversation! Taking some of my mixed medias to show to my students at school (and now at art guild) always makes for an interesting endeavor. How can I explain what I did? Will or do they understand?
I used to strive for the product, and now sometimes I just focus on the joy of creating and the process; not concerned about the product. Why? Sometimes I find that the process I enjoyed actually turns out to be a catalyst for other processes which bring the actual product.
So what makes real art? When a little boy or girl bring you their picture they made just for you, and it's a ?????? in your mind--remember it is something very vivid and personal in THEIR mind. No, we can't jump into their mind and know what they are thinking. But THEY know as they see it as a big picture to them.
Creating art is a two-fold process: imagination, process and product. Self-expression, in other words, is putting the imagination on the paper, creating the art is the process using media, and the product is what's created: the picture; whether it be a painting, collage, or 3-D piece.
Making it yours, is what makes it real. Experiment, explore, learn, have fun, and never give up; because just when you think it's a failure, it turns out to be something really cool or if you try something else, you will be surprised! I rarely throw anything out that seems "bad", because I find it can most always be used in a collage. So, get out your art supplies and start creating some REAL art.
See please August 4, 2013 post on Rauschenberg's "Bed"--is it art?
Please also see August 4, 2013 Rauschenberg's "Bed" is it art? post.
Tuesday, March 21, 2017
Matisse Faces
I've always been very inspired by the Woman with the Green Stripe, by Henri Matisse. I did a project using his painting as a way to teach abstraction and color schemes--which was very successful with 5th graders at two of my schools. Now is the time to share it, because you're done with making Shamrocks, and you need something for those older students who won't be thrilled with making bunnies. So, below here is the plan.
Teacher prep work: Find at least two different large faces from a magazine. Try to find ones with faces that also show the neck. Cut out each face. For each face, copy the image using a copy machine. (Be careful and don't make the copy too dark.) Using a sharpie, outline the basic parts of the face, hair, eyes, nose, lips, etc. Then using a regular piece of bond or copy paper and pencil, use a light box or a window, and trace this outlined face onto the copy paper. Finally, make several copies of each traced face on the copy machine.
Follow the instructions, and complete your own Teacher Example. I used both tempera and fluorescent paints. This project would work with colored pencils or crayons. Not a good idea to try oil pastels for this project.
For each team, you'll need:
One each of the copies of the faces
Tempera in six different colors. (I used turquoise, red, orange, green, blue, red-violet.)
OR use Fluorescent paints (I used Pink or Magenta, Yellow, Green, Blue, Violet, Orange
(my students loved these)
Brushes in sizes to paint larger areas, and brushes for detail work
Water containers
Paper towels
Pencils
Show the painting by Matisse. Green Stripe (Madam Matisse).
Discuss the painting and how the face is divided into sections of color. Show your Teacher Example.
Divide students into teams of two. It works best if you have students who work well together for this project. So, if your seating chart works, then use it for this project. Students will be working closely, so they must be respectful of each other.
Hand out a copy of each face to each team and pencils. Have students turn the face paper over and each student will write their names on each of two face papers.
Teacher: Using a face copy of your own, demonstrate drawing a line straight down the middle of the face to create a split face.
Instruct students to draw a straight line down their faces on their papers. Have students choose a side they will paint on their face paper. Explain that when they have finished painting one side, their teammate will paint the other. Therefore, they will have two faces where each of the student has painted one side of the face. They will work as a team to paint the faces. Emphasize using ONLY 3-4 colors for their side of the face. Their teammate will use the opposite colors on their side. (For example, in the photo below, one side is painted in turquoise or blue-green, orange and red; the other side is green, blue and red-violet. Each student painted just one side of the face.
Pass out paint supplies and let them create. Emphasize painting the large areas first, and detail areas like eyes, last using a detail sized brush.
This project may take 3-4 sessions depending on how careful they paint. Students then cut out the faces and mounted them on black or cream colored paper. These were so captivating that I had four in the art exhibition.
Teacher prep work: Find at least two different large faces from a magazine. Try to find ones with faces that also show the neck. Cut out each face. For each face, copy the image using a copy machine. (Be careful and don't make the copy too dark.) Using a sharpie, outline the basic parts of the face, hair, eyes, nose, lips, etc. Then using a regular piece of bond or copy paper and pencil, use a light box or a window, and trace this outlined face onto the copy paper. Finally, make several copies of each traced face on the copy machine.
Follow the instructions, and complete your own Teacher Example. I used both tempera and fluorescent paints. This project would work with colored pencils or crayons. Not a good idea to try oil pastels for this project.
For each team, you'll need:
One each of the copies of the faces
Tempera in six different colors. (I used turquoise, red, orange, green, blue, red-violet.)
OR use Fluorescent paints (I used Pink or Magenta, Yellow, Green, Blue, Violet, Orange
(my students loved these)
Brushes in sizes to paint larger areas, and brushes for detail work
Water containers
Paper towels
Pencils
Show the painting by Matisse. Green Stripe (Madam Matisse).
Discuss the painting and how the face is divided into sections of color. Show your Teacher Example.
Divide students into teams of two. It works best if you have students who work well together for this project. So, if your seating chart works, then use it for this project. Students will be working closely, so they must be respectful of each other.
Hand out a copy of each face to each team and pencils. Have students turn the face paper over and each student will write their names on each of two face papers.
Teacher: Using a face copy of your own, demonstrate drawing a line straight down the middle of the face to create a split face.
Instruct students to draw a straight line down their faces on their papers. Have students choose a side they will paint on their face paper. Explain that when they have finished painting one side, their teammate will paint the other. Therefore, they will have two faces where each of the student has painted one side of the face. They will work as a team to paint the faces. Emphasize using ONLY 3-4 colors for their side of the face. Their teammate will use the opposite colors on their side. (For example, in the photo below, one side is painted in turquoise or blue-green, orange and red; the other side is green, blue and red-violet. Each student painted just one side of the face.
Pass out paint supplies and let them create. Emphasize painting the large areas first, and detail areas like eyes, last using a detail sized brush.
This project may take 3-4 sessions depending on how careful they paint. Students then cut out the faces and mounted them on black or cream colored paper. These were so captivating that I had four in the art exhibition.
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| Tempera Student Work used by permission |
Tuesday, December 20, 2016
File Folder Art
Grade Level: 3-5th graders
NOTE: Please try this out BEFORE you present to your class!
Materials Needed For each student:
- Regular-sized new or recycled Manila File Folder (or any folder will do as long as it is blank on the inside; the outside wouldn't matter) If you don't have any file folders, poster board or even heavy construction paper 12" x 18" can be folded in half.
- TWO of the same items (buttons, plastic or paper straws, plastic drink lid, toothpick, ribbon, etc.) Try not to hand out a large 3-D object--otherwise you won't be able to fold the folder.
- Bottle Glue (not glue stick)
- Pencil
- Plain paper (for sketching)
- Markers, other media such as Colored Pencils, Crayons, etc. Let the student choose several different media to experiment and have fun!
- Scissors (may be needed depending upon item; let students ASK FOR THEM.)
Visual Art Standards: Kansas #1, 2, 3 and #6 (Language Arts)
What to do:
1)Students write their name inside the folder. CopyrightLJGATES2016
2) Pass out the folders, bottle glue, pencils, and one item per student.
3)Students write at the top on the LEFT side of the folder, "BEFORE"
4)Ask students to write what their item is under BEFORE and describe it. For example: "This is a shiny, bumpy, round, red button with 2 holes in it."
5) Have them glue the item onto the LEFT side of the folder under the words, Before.
6)Ask students to think of how they can "change" this item into something new. For example: If you gave them a plastic straw (for the left side) it may be cut with scissors and formed into a star or snowflake, chair, etc. Explain Abstraction (see below).
7)Pass out the other item that is the same as the one they glued down on the left side. This item they will cut, color, or do whatever to it, to change it into something new. This is called Abstraction (taking something original and turning it into something new whether by color, form, line, etc.)copyrightLGates2016
8)Students may be given plain paper to draw a sketch or their new object if they wish to plan out their new object.
9) After students have a sketch, or have planned it on on the folder, have them show you BEFORE they glue it down. (Emphasize planning is always best before gluing. Once it is glued, it is final.)
10) Students will glue down whatever they create with bottle glue on the RIGHT side.
11) Folder must be laid FLAT in order to dry.
12) Once all the GLUE IS DRIED,
13) Students will use colored pencils, markers, etc., to add details to their creations on the RIGHT side of the folder only.
14) Students will write AFTER on the RIGHT side of their folder where their new object is glued down, and describe their new item. For example: "This is a green chair dancing on a red rug by my bed in my pink bedroom."
Students may take their art home after sharing with class. Everyone will want to share their new creations of Before and After abstracted art. Then, simply, close the folder to take home to share and enjoy with friends and family!
In the student example below: On theLEFT side, she simply glue a strip of reinforcements for the BEFORE side.(Not shown)
AFTER/RIGHT side, the student used reinforcement stickers, pencil, yellow highlighter, and sharpie markers. She drew a sketch prior to doing work; planned it out on paper, drew the bed and person on the folder, then began sticking reinforcements to the folder. She then added details to complete the picture. Her description is as follows: This is a stick person jumping up and down on a [mattress] on a bed. Under the red line she wrote, ceiling. The words, Boing, Boing indicate the springs making sounds as the person jumped on the bed. Fun! So creative! Definitely an A+
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| (Student work used with permission.) |
Thursday, March 31, 2016
Cool Color Spiraled Peacock
As the weather gets more spring-like, I encourage students to visit a zoo, really look at the flowers that are blooming, and take in nature. One lesson that would be good for lower elementary grades is Cool Color Spiraled Peacock. (1st-2nd grade)
What you will need:
Cool color crayons, colored pencils, or (if you are brave) oil pastels: Blue, Green, Violet
(Use primary and secondary colors. I used Crayola Crayons)
White 12 x 18 drawing paper
Completed Example (DO NOT show this until you are done drawing with the students)
Do the Review/Prep Work
Review or teach cool colors: as listed above. I usually have objects or photos of objects in these colors. First graders love doing a color hunt: finding things around the room that are these colors.
Review shapes: Circle, Ovals, Rectangles, Triangles.
The Lesson
Pass out supplies. Students write name on one side of paper.
You will teach the lines as you draw. I tell the students: Vertical is like climbing a ladder; Diagonal is like going up a hill (on a motorcycle: VROOOOM) and Horizontal is like the sun going down or coming up over the horizon. LJGates2016
The drawing will be done from bottom to top. Students beginning in the middle or at the top won't have room for "feathers". Also drawing from bottom to top, they may guess what they are drawing.
Have the students use any of the 3 cool colors they want.
Have them DRAW with you as you draw on the your own paper secured on a whiteboard, overhead, or Elmo.
With the paper in VERTICAL (up and down) position, begin your drawing.
Draw a HORIZONTAL line about 1/3 of the way from the bottom of the page.
Next, draw TWO SETS of THREE TRIANGLES, separated out (these will be the feet).LJGates2016
On top of the triangles, draw TWO VERTICAL lines (for the legs).
Then, draw a medium-large CIRCLE (for the body).
Inside the CIRCLE, draw a medium OVAL (for the neck)
On top of the OVAL, draw a small CIRCLE (for the head) (Be sure to add two small filled-in CIRCLES for eyes; and a small TRIANGLE for the beak.)
For the feathers, draw approximately 13 DIAGONAL lines appropriately spaced.
For the spiral part of the feathers, teach students how to make a spiral. IF students have problems with the spiral, just have them draw a circle, and fill it with smaller circles. Make about 3 spirals per diagonal line.
Add about 3 short VERTICAL lines on top of head (for the crown).
You will end up (hopefully) with a cool colored spiraled peacock standing on the ground.
If you have time: Students can use the cool colors to COLOR in the peacock; add something in the foreground or sky (if they want).
What you will need:
Cool color crayons, colored pencils, or (if you are brave) oil pastels: Blue, Green, Violet
(Use primary and secondary colors. I used Crayola Crayons)
White 12 x 18 drawing paper
Completed Example (DO NOT show this until you are done drawing with the students)
Do the Review/Prep Work
Review or teach cool colors: as listed above. I usually have objects or photos of objects in these colors. First graders love doing a color hunt: finding things around the room that are these colors.
Review shapes: Circle, Ovals, Rectangles, Triangles.
The Lesson
Pass out supplies. Students write name on one side of paper.
You will teach the lines as you draw. I tell the students: Vertical is like climbing a ladder; Diagonal is like going up a hill (on a motorcycle: VROOOOM) and Horizontal is like the sun going down or coming up over the horizon. LJGates2016
The drawing will be done from bottom to top. Students beginning in the middle or at the top won't have room for "feathers". Also drawing from bottom to top, they may guess what they are drawing.
Have the students use any of the 3 cool colors they want.
Have them DRAW with you as you draw on the your own paper secured on a whiteboard, overhead, or Elmo.
With the paper in VERTICAL (up and down) position, begin your drawing.
Draw a HORIZONTAL line about 1/3 of the way from the bottom of the page.
Next, draw TWO SETS of THREE TRIANGLES, separated out (these will be the feet).LJGates2016
On top of the triangles, draw TWO VERTICAL lines (for the legs).
Then, draw a medium-large CIRCLE (for the body).
Inside the CIRCLE, draw a medium OVAL (for the neck)
On top of the OVAL, draw a small CIRCLE (for the head) (Be sure to add two small filled-in CIRCLES for eyes; and a small TRIANGLE for the beak.)
For the feathers, draw approximately 13 DIAGONAL lines appropriately spaced.
For the spiral part of the feathers, teach students how to make a spiral. IF students have problems with the spiral, just have them draw a circle, and fill it with smaller circles. Make about 3 spirals per diagonal line.
Add about 3 short VERTICAL lines on top of head (for the crown).
You will end up (hopefully) with a cool colored spiraled peacock standing on the ground.
If you have time: Students can use the cool colors to COLOR in the peacock; add something in the foreground or sky (if they want).
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| Student Work (used with permission) |
Wednesday, February 17, 2016
Newspaper Art
Here are some ideas for using a newspaper to create art: shamrocks, bunnies, shapes and more. Remember that newspaper is also a wonderful background paper for a collage or as an art medium to use.
What you will need: Lots of newspapers (Classified and comics will work well.) Scissors, glue sticks, bottle glue, heart cookie cutters, circles to trace (coffee can and nut can lids work well for this), pencils and/or sharpies, crayons, oil pastels, tempera paints, brushes, etc., multiple sizes of buttons, yarn, aluminum foil, and other crafty adornments as you wish, construction paper or tag board (cut to size). Examples of finished work for show.
For the shamrocks: Find a non-color side of classified piece of newspaper. Use heart cookie cutters to trace 3 hearts onto newspaper. It's best if they are all the same size of hearts. Then draw a curved thin triangle for the shamrock stem. Cut out all parts and glue onto construction paper or tag board with heart "points" touching; then add stem. Use oil pastel or crayon to add color, or use crafty adornments to decorate. Note: You may also wish to make smaller hearts to glue inside the bigger ones to create a layer heart shamrock. Enjoy!
For the Bunnies, use a coffee can lid or at least a 5 inch circle to trace on a comic strip page or classified page from a newspaper. Then add two triangles that are long and tall for ears. Use crayons, sharpie (for use if you painted) or oil pastels to add eyes, nose (a small upside down triangle), whiskers and a mouth. Cut out all parts. Glue onto construction paper.
Shapes. Art teachers are always wanting a fun and different way to teach shapes, especially to younger students. Just use a pre-cut 12 x 12 sheet of newspaper or comic pages to have students cut out (with you demonstrating of course) how to take a rectangle and cut to divide it into squares; then cut again on the diagonal to make triangles; use a square to trim off the corner (points) and round out to make a circle. Keep trimming and make an oval. These can be cut out, glue onto paper, and decorated as above. Or just simply have students paint or color in the shapes the newspaper has. Classified pages are perfect for this!Enjoy these ideas! I am sure you can come up with even more ideas. Please comment if you enjoy this post. Thanks. Here are photos for you to see. Student work used by permission. Please do not paste or copy these into your email, blog or website. Remember, give credit where it is due. Thank you!
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| Student work |
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| Student work |
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| Student work |
Wednesday, November 11, 2015
Illustrating Dictionary Pages?!!
Hello, and welcome to my blog. I've been away for awhile, but I am still full of ideas. Please remember that what you see here is copyrighted by me so give credit where it is due. Thanks.
Illustrating a dictionary page? Well, yes, it is possible. The idea following is an adaptation of a lesson I saw from School Arts magazine (trial copy). Check out SchoolArtsMagazine.com online to order your own free trial copy. Student Teacher, Kimberly Taylor Underdown, from Flagstaff, Northern Arizona University, came up with this cool way to use old dictionaries. I have added my own spin on it of course!
Prep Work: Scour Goodwill or thrift shops in your town. You will need to find a few old dictionaries (the old hardback kind are best as the paper is better quality.) Make your own example for students to see!
The purpose of the lesson is how can students communicate language (words) in art on a dictionary page. Grade level: 2nd-3rd would do best on this. However, you could do older students, with adaptations.
You'll need pencils, crayons, markers, oil pastels, or watercolors, glue sticks, construction paper (several colors) old dictionaries, notebook paper cut into thirds so you have 1/4 sheets.
NOTE: It's best to have a few pages from each letter of the alphabet taken out ahead of time from the dictionary. Use an exacto knife to cut the pages close to the spine; tearing would tear the paper.
Randomly (This reduces the time it takes for them to find a page they want) pass out a page to each of your students along with a pencil and 1/4 page of a notebook paper.
Have the students read their dictionary page (front and back) for a word they think they might be able to illustrate on the page. For example, if they received a page with letter G and they found the word giraffe, they might want to draw a giraffe on the page. Students will write their name, their word on the notebook paper, and the definition. copyrightLGates2015
Students will then use pencil to draw on the dictionary page to illustrate their word.(If possible try to keep some of the word showing through so it can be read.) After drawing, they can use the media they want: crayons, markers, watercolors, oil pastels, etc. Be sure to demo use of these media first with them--especially watercolors and how to use little water so the paper will not warp or wrinkle!
Have students mat their dried dictionary word illustrations on construction paper with glue stick, and glue their word and definition notebook paper at the bottom of the construction paper, so it hangs like a tag. Display these wonderful creations!!!
Good luck, have fun, and learn some new words!!!!
Illustrating a dictionary page? Well, yes, it is possible. The idea following is an adaptation of a lesson I saw from School Arts magazine (trial copy). Check out SchoolArtsMagazine.com online to order your own free trial copy. Student Teacher, Kimberly Taylor Underdown, from Flagstaff, Northern Arizona University, came up with this cool way to use old dictionaries. I have added my own spin on it of course!
Prep Work: Scour Goodwill or thrift shops in your town. You will need to find a few old dictionaries (the old hardback kind are best as the paper is better quality.) Make your own example for students to see!
The purpose of the lesson is how can students communicate language (words) in art on a dictionary page. Grade level: 2nd-3rd would do best on this. However, you could do older students, with adaptations.
You'll need pencils, crayons, markers, oil pastels, or watercolors, glue sticks, construction paper (several colors) old dictionaries, notebook paper cut into thirds so you have 1/4 sheets.
NOTE: It's best to have a few pages from each letter of the alphabet taken out ahead of time from the dictionary. Use an exacto knife to cut the pages close to the spine; tearing would tear the paper.
Randomly (This reduces the time it takes for them to find a page they want) pass out a page to each of your students along with a pencil and 1/4 page of a notebook paper.
Have the students read their dictionary page (front and back) for a word they think they might be able to illustrate on the page. For example, if they received a page with letter G and they found the word giraffe, they might want to draw a giraffe on the page. Students will write their name, their word on the notebook paper, and the definition. copyrightLGates2015
Students will then use pencil to draw on the dictionary page to illustrate their word.(If possible try to keep some of the word showing through so it can be read.) After drawing, they can use the media they want: crayons, markers, watercolors, oil pastels, etc. Be sure to demo use of these media first with them--especially watercolors and how to use little water so the paper will not warp or wrinkle!
Have students mat their dried dictionary word illustrations on construction paper with glue stick, and glue their word and definition notebook paper at the bottom of the construction paper, so it hangs like a tag. Display these wonderful creations!!!
Good luck, have fun, and learn some new words!!!!
Friday, August 21, 2015
Getting Students to use Imagination
Well, it is that time of year again. Teachers looking for new ideas. So, I will share one with you.
Please remember to give credit where due.
Talking Letters and Numbers
I used this with 2nd graders. Because they can write funny sentences and they were more excited than other grades.
You will need per student:
9 x 12 paper, pencil, crayons or markers and a teacher example
Ask students if they think letters of the alphabet and numbers can talk. Draw on whiteboard a letter or number. Draw a talk bubble. Have a student give you ideas of what the letter/number might say and where the letter/number might be. For example: My teacher example is a number 5. The number 5 is a shoe salesman in a shoe store. I drew racks with shoes, and a sign $5. The number 5 has a hat, eyes, nose, mouth and says: Special today! All shoes $5.00!! in his talk bubble. I used lots of bright colored crayons.LGates2015
Pass out paper, pencils and have students write their names on back. On the front, draw their letter or number and a talk bubble. Ask them to think of how they might turn their letter or number into an animal, person, etc. and where the letter/number is. And what the letter/number might say.
Be prepared for surprises. I had a student choose the number 10 and they drew 10 different houses. The number 10 counted all the houses, 1,2,3,4,5,6,etc. Keep it limited to numbers 1-10 but students can use any of the 26 letters A-Z.
Please remember to give credit where due.
Talking Letters and Numbers
I used this with 2nd graders. Because they can write funny sentences and they were more excited than other grades.
You will need per student:
9 x 12 paper, pencil, crayons or markers and a teacher example
Ask students if they think letters of the alphabet and numbers can talk. Draw on whiteboard a letter or number. Draw a talk bubble. Have a student give you ideas of what the letter/number might say and where the letter/number might be. For example: My teacher example is a number 5. The number 5 is a shoe salesman in a shoe store. I drew racks with shoes, and a sign $5. The number 5 has a hat, eyes, nose, mouth and says: Special today! All shoes $5.00!! in his talk bubble. I used lots of bright colored crayons.LGates2015
Pass out paper, pencils and have students write their names on back. On the front, draw their letter or number and a talk bubble. Ask them to think of how they might turn their letter or number into an animal, person, etc. and where the letter/number is. And what the letter/number might say.
Be prepared for surprises. I had a student choose the number 10 and they drew 10 different houses. The number 10 counted all the houses, 1,2,3,4,5,6,etc. Keep it limited to numbers 1-10 but students can use any of the 26 letters A-Z.
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