Archive

Tag Archives: kindergarten

IMG_3891

Kindergartners started a line unit a few weeks ago. For the first lesson of this unit, I taught students different types of lines (straight, thick, thin, wavy, etc.) First I said the name of the line and drew it in the air with a “paintbrush” (my finger) as students repeated the words and gesture after me.

After learning each line, I told students that they would be creating a BIG drawing together. To do this, students needed to take turns drawing lines, so we practiced how to do this on the rug first. We talked about some of the skills we would be practicing–like collaboration, compromise and cooperation. As one student put it, “compromise means you take part of what one person wants and part of what the other person wants and put it together.” Once I felt students understood the rules of this drawing “game,” I split them into small groups and each child got a pencil.

Then I played a song from the Broken Flowers soundtrack and the first student in the group began to draw. When I stopped the music, the first person stopped. When the next group member was ready, I began the music again. Students had to start their line where the last person left off and try to fill the entire page without overlapping. I continued the rotation so that each student had about 3-4 turns and then I gave the next direction. Students also had reference pages at their tables with the different types of lines on them.

 

 

I passed out markers and told students that next they needed to trace their pencil lines with marker. This time they could work at the same time, but had to talk to each other so that everybody could participate.

 

 

The next day, when students got to class I told them that I had cut up their big drawing! Some students were shocked at first, but then got interested when I told them their next step… to choose one of the pieces and add to it. I put different materials at each table I told students that they could choose the materials they wanted to use today by going to different “stations.” We took a “field trip” around the room and I demonstrated how to use the materials at each station. After giving the instructions, students went to the rug to select a part of the drawing to add to.

 

 

Students could change stations as they worked, the only rule was that they couldn’t use Sharpie on top of the watercolors.

IMG_E3857

The following day, students began class with a pop quiz! I reviewed the different types of lines that students could use on the white board and students practiced drawing them one at a time. Then students got their artwork back and continued working. Check out some of the amazing results!

 

This slideshow requires JavaScript.

The inspiration for my line handout came from Art is Basic.

Advertisements

51FYMwqrm-L

To begin this lesson, Ms. Nemes read the book Rulers of the Playground, by Joseph Kuefler, about kids who imagine the playground as their own kingdom. The book features great illustrations of slides, tunnels, swings, maps, and other play equipment.

Next kindergarteners were asked, “If you could create your own kingdom, what would it look like?” and students sketched their ideas.

IMG_3455

After creating a sketch, students used recycled materials, paper, tape and drawing materials to create a 3D version of their kingdom. Their first step was to create a base for their kingdom by covering a piece of cardboard with paper to mimic sand, water, grass, dirt or whatever students wanted on the ground of their kingdom. Ms. Nemes demonstrated how to measure paper with pencil and then cut with scissors so that it was the right size.

Next, students transformed recycled materials into buildings, towers, trees and more! They also added details like windows, waves, and animals to make their sculpture more interesting. Students had a blast with this project and I’m so impressed with the results!

 

After teaching the same kindergarten collage unit for a few years, I decided to tweak a few things…

This slideshow requires JavaScript.

1. Black & White Composition: I read the first few pages of the book Matisse’s Garden and discussed a few different things that inspire artists. I explained what a collage is and taught students how to rip paper into smaller pieces and attach it to a background paper using dots of glue. Then students created their own collage inspired by a person, place or animal.

2. Primary Colors: This year, for my primary color collage lesson, I used the post Primary Color Mixed-Media Exploration as inspiration. First, I read a little more of Matisse’s Garden and showed the video Three Primary Colors, by OK Go. After identifying the primary colors, students experimented with different types of red, yellow and blue paper, tape, crayons and colored pencils to create an image.

3. Secondary Colors: For the third lesson, I read the book Little Blue and Little Yellow and taught students about all of the different painting materials–paint, water cups, brushes, sponges and mixing trays. Then, students worked with a partner to mix the three secondary colors and paint them on a piece of white paper. The next day, I read the book Henri’s Scissors and taught students how to use scissors. I cut up the painted paper they had made and students used it, along with red, yellow and blue construction paper to make a collage of their choice.

IMG_2269

I often teach multi-week projects, so after a several weeks, students are usually at different stages of completion. I sort finished work as students complete it, and then when a projects is about to wind down I make time for a “finish up day.” I have been thinking of ways to make this day a little more fun and memorable. I have seen this ketchup bottle idea posed on Pinterest and various blogs, so decided to make my own ketchup “catch up” bottle. (I mostly used this image and this image for inspiration.) I had recently taught a few one day structure/drawing lessons to my kindergarten students, so on day three, students had time to focus on finishing up their two drawing assignments and any other unfinished work they had from the year. Students who were done with all of their assignments got to work independently in their sketchbooks. I wasn’t sure if my 5 and 6 year olds were going to get the joke, but a lot of them thought it was funny. 🙂

How do you incorporate playfulness into your teaching?

For this lesson, kindergarteners looked at the work of Jasper Johns for inspiration. We looked at a few of his paintings and I asked students if they could find clues “hiding” in his paintings. Students noticed different letters, numbers and shapes. I asked students why he might want to “hide” these things in his paintings. Some answers included, “Because it’s fun.” and “To make it like a game.”

Next, students filled out a handout of things that are important to them that they might want to hide in their own picture.

img_1975

To create their own artwork, students drew the words, numbers, and pictures that they wanted to include with pencil first. Next, students used Sharpies to trace (around) the lines of their letters/numbers and pictures. Using Sharpies is always a big hit!

img_1980

After tracing, students colored in their letters, numbers and pictures with oil pastels or crayons.

Last, students painted with watercolors. I love how each student painted–some students picked just a few colors, some students used a wide range of colors, and some students tried unique painting techniques. 🙂

How do you encourage student choice & voice when teaching about the styles and techniques of famous artists?

Kindergarteners have been working on their Shape and Texture Books for a few weeks. On the first day of this lesson, students learned how to create a crayon rubbing by: bending a piece of wire, putting it under a piece of paper, and rubbing with the flat side of a crayon. Next, students went on a texture scavenger hunt and “collected” textures around school–on the stairs, on the wall, and outside! When students came back inside, they practiced their cutting skills by cutting out each shape (and saving it in a baggie for later).

cxqgt41xcai3z1m

On the third day, students used fall colors to print colorful leaves. (I collected the leaves ahead of time.) For this step, students shared printmaking materials with a partner. Each partner chose one color and when students inked their rollers, the colors blended together, creating a “rainbow roll.” The excitement was contagious and students printed leaves on their paper multiple times.

int_site_post_diagram

The next class, I told students that all of their experiments would be turned into a one-page book! To make the cutting a little easier, I folded each student’s paper and drew a line on the back so they knew where to cut.

After opening up the paper, students arranged and glued their texture shapes (from day two) and pieces of pre-cut textures (like ribbon, bubble wrap, corrugated cardboard, foam shapes, and more…) onto each page.

Finally, students created a cover for their book. On the front of the cover, students wrote “Shape and Texture Book.” I wrote the words on the white board next to the rug area, and students copied the letters. (Because this project had a lot of steps, I only had about 5-6 students on the rug at one time.) Then, students traced their letters with a thin Sharpie and decorated the cover with pictures/designs.  When all the parts of the book were complete, a teacher helped fold the pages together and staple the book together.

img_1692

Students had so much fun making these and they are excited to take them home and share them!

img_1752

Inspired by this post, I wrote a short letter explaining the whole process and attached it to the book with a rubber band.

Check out these links for instructions/handouts on how to make a one-page book.

8-Page Mini Book

How to Make an 8-Page Zine

Off-Cuts Zine Workshop

Kindergarteners started the year with a few collage assignments…

1. Black & White Composition: I explained that a collage is a picture made out of paper and students looked at black and white abstract paintings by Franz Klein and Cecil Touchon. Then students learned how to rip paper into different sizes, compose their picture and glue down their shapes.

2. Primary Colors: We reviewed how to make a collage by ripping paper, composing an image, and gluing pieces together. We watched the video Three Primary Colors, by OK Go, and I showed students a few artworks that used only primary colors. Then students created their own pictures using primary colors. They got to choose if they wanted to work realistically or abstract.

3. Secondary Colors: On day three, we followed the same routine as day one and two. After watching Three Primary Colors again and  looking at artworks made with secondary colors, students created their own collage using secondary colors.

 

 

My first day assignment is pretty simple, but I love it because it helps me learn (and remember) students’ names, which is crucial for building relationships.

The lesson also gives me a general idea of my students’ drawing skills and creativity. With my K students, I wrote their name in block letters ahead of time and they colored them in. As students get older, I add more challenges–1st graders learn to write their own name in block or bubble letters, 2nd graders “make it artistic”, and 3rd and 4th graders are encouraged to design their own font and include an image of something they like.