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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.

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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!

 

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

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As part of a fall drawing unit, I want to share three drawing prompts I use with 1st, 2nd and 3rd graders. I love teaching these lessons in the beginning of the year! It’s a great way to build students’ drawing skills, practice routines and build students’ drawing skills from year to year.

1st Grade Apples Drawings: I put one fake apple on each table before students arrive. On the first day, I walk through a few steps of how students might approach the drawing and give them a few tips along the way (like sketching lightly before pressing harder). After drawing for about 5-10 minutes, I do another short demo explaining how to blend colors. Then students have the rest of class and another two classes to finish their drawing.

2nd Grade Pumpkin Drawings: This lesson is similar to the first grade lesson. Before students arrive, I put one mini pumpkin on each table. On the first day, I walk through a few steps of how students might approach the drawing and give them a few tips along the way (sketch lightly before pressing harder). After drawing for about 5-10 minutes, I do another short demo explaining how to blend colors. Then students have another two classes to finish drawing their pumpkin and creating a background from observation or memory. This lesson usually falls around Halloween, and students love adding spider webs, ghosts, vampires, and other Halloween-themed ideas to their picture.

 

Third graders have been talking about how scientists and artists are similar. For this unit, students chose a colorful autumn leaf to observe carefully. Students made sketches of their leaf and labeled it with observations and questions they had. After reading the book My Name is Georgia and learning about how Georgia O’Keeffe made paintings large, so that viewers, “[would] be surprised into taking time to look at it,” students enlarged their scientific sketch onto a new piece of paper. Ms. Nemes taught students how to blend colors used colored pencils or mix colors using watercolors. Then, students colored or painted their drawing and created a background to unify their image.

I have enjoyed many of the Making Faces prompts so far. They are introducing me to new ways of sequencing steps. Lesson three is called “Facing Backwards” and provides multiple prompts for creating backgrounds and layering faces on top of them. Lesson four is all about collaging. Some of these are made by cutting up and rearranging other portraits that I didn’t like as much. I’m really excited to try something similar with some of my classes next year. I’m not sure if all of these are “done” yet, but I’ve really enjoyed the process so far which is the whole point. 🙂

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Author and illustrator Bryan Collier came to visit this week! He read some of his award-winning picture books, showed students some of his original pieces of art and answered lots of questions!

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I love his book Uptown and have used it as inspiration for a fifth grade lesson in the past, but didn’t think the quality of the finished work was that sophisticated. There were some interesting components, but I think the content of the lesson could be stronger. I’m a very reflective teacher, and like to rework lessons until I feel like I’ve gotten something good out of them, so having Mr. Collier back for a visit was exactly the inspiration I needed to revisit this idea. Stay tuned!

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.

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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!

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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?

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As a follow up on my recent post, Managing Materials: Watercolors, I wanted to share one way I use up old watercolors in my room… by making painted paper!

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When watercolors run low, I replace them, but usually there is a little bit of paint left over in the paint pans. So I use them up and create “painted paper” that students can then use when they make collages or ATCs.

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I keep a box of “throw away” drawings… those “mostly-empty-pieces-of-paper-that-a-kid-spends-10-minutes-drawing-on-and-then-insists-that-it’s-“bad”-and-that-they-need-a-new-paper” drawings. The ones that usually end up in the garbage/recycling bin. I am usually able to convince students to erase a “mistake,” turn it into something new, or use the back of the page. But, sometimes the student has already tried alternatives and is getting frustrated because nothing seems to be working. Sometimes I agree with the student–sometimes it’s better to start fresh. So I keep the unfinished papers and put them in a box. I also add my incomplete teacher samples (I teach 5 sections of each grade level, so some times I end up with A LOT of teacher samples) and work that gets left behind at the end of the year (or work that gets left behind when a student moves and forgets to tell me).

Then I color all of the white parts of the page (using crayon, oil pastels, texture plates, and those almost-empty watercolors). After I have a bunch of painted papers, I cut them up into smaller pieces and add them to the “painted paper” box.

It is so gratifying when students reuse those almost-thrown-out pieces of paper and create something complete new with them.

How to you reuse/repurpose materials in the art room? What creative solutions do you have for managing supplies and minimizing costs?

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I love self-portraits. They are such a great opportunity for students to express themselves. Over the past two years, I’ve been looking at how I align my drawing curriculum vertically. One of the benefits of being a “specialist” is that I get to teach students from year to year. This allows me to see student’s progress over time and to find specific ways to help students navigate obstacles and celebrate successes. This year, first graders were challenged to create a crayon and watercolor self portrait.

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First, I reviewed the words “self-portrait” and “proportion.” As I demonstrated how to break the process into smaller steps, students took turns using a checklist to help “teach” me the steps. (I knew I wanted to create my own checklist, so I looked online for inspiration. I liked the format of this one and decided to create a more elementary-appropriate version to use with my students.)

Then students practiced looking in a mirror, observing carefully, and drawing a self-portrait in their sketchbook. After drawing with pencil, students had the option of coloring their sketch with crayon or colored pencil (if they had time). Some students also decided to trace their drawing with a Sharpie before coloring it in.

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Next, students enlarged their portrait onto a 10″ x 15″ piece of watercolor paper. Students drew with pencils and drew a pattern in the background. (I provided a double-sided handout for students to use as a resource.) Then, students had the option of tracing their lines with a Sharpie, and then colored their face, clothes, and background with crayons.

I often think of observational drawing as a pretty straight-forward practice. Watching my students work reminded me of how many decisions you actually have to make when drawing something from observation. What you draw, and how you draw it, reflect what you are paying attention to (and what you are not aware of). During this process, also I noticed a lot of creative thinking! One student accidentally colored part of his eye with a little bit of green crayon. He was a little upset and not sure what to do to fix it. I asked him how he thought he might solve his problem. After we discussed a few possibilities, he decided to use whiteout to cover up the green crayon… and voila! It’s hard to tell it was even there. Another student noticed that she had lost a tooth since first drawing her portrait, so decided to erase one of her teeth before painting! 🙂

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After coloring, students used watercolors to paint their portrait. I love the way this student mixed and painted her skin tones!

How to you teach self-portraiture to first graders?