Thanks to another Art teacher in my district for sharing the wonderful art of Karla Gerard, I was inspired to come up with a lesson based on her work. My second graders had just finished a textured cityscape drawing, so I chose to focus on her tree paintings. We talked about Karla Gerard's style of painting, use of pattern and simple birds. We started with pattern paper strips along the bottom of a turquoise paper and then used black tempera cakes to paint a large tree in the middle of our paper. The following class we cut out three different sized circles, layered them and glued them to the top of our trees. We then added birds with construction paper crayon and pattern paper.
Fourth grade began working on the learning objective: I can show contrast between visual and tactile texture, last week. One of my fellow building Art Teachers, Liz Friedrich shared this lesson with me last year and I finally got to try it out. We first reviewed the two types of texture, visual and tactile and how they are different. Then we used torn and crinkled paper to create our tactile texture owl. Then we used black ink pens and black colored pencils to draw a variety of feathers over the collage to create our visual texture. I really love how they turned out. Thank you Liz for sharing this lesson with me.
Kindergarten has been working on different types of lines, their names an dhow to draw them. My classes had been asking me when they would get to paint, so I pulled out this lesson I found on Art Sonia a couple of years ago. We first used black tempera cakes and a square tipped paint brushes to paint thick and thin lines just by turning our paint brush. I then cut the dry paintings into a variety of rectangles on my paper cutter. The second class we put them together to create zebra and then used green tempera cakes to paint grass along the bottom of our paper. They were so excited to paint and did a great job on their work! Sorry that I do not have the school or teacher to thank for sharing this lesson on Art Sonia.
Third grade is working on two learning objectives: I can identify and create foreground, middle ground and background. & I can produce elements of a landscape in correct proportion. We started by looking at Grant Wood's painting "Fall Plowing". We discussed how artists create space by overlapping, including foreground, middle ground and background and putting large detailed items upfront and small items without details in the background. We drew a landscape of farm land including a fence, hills with crops and an orchard with trees in the same style as Grant Wood's. The second day we added crayon by tracing all our lines and coloring in heavily only our farm plants and trees. We then use watercolor to paint the entire paper. I stressed using realistic colors. On the last day we used construction paper to create two barns. One barn is 4 x 4" with details like a barn door and white trim and second barn with no details and glued them onto our painting showing correct proportions. I've been doing this lesson for about five years now. I really love how they turn out. I found this lesson on Art Sonia. Sorry I do not have the name of the teacher and school that shared this.
This week first grade is working on the learning objective: I can identify directional lines (vertical, horizontal & diagonal. Each student used three primary colored strips to draw a wavy, straight or zigzag line along each edge and cut out. (We were trying to get a thick construction paper strip of the line of their choice.) Each line was glued down in each of the directions we discussed before beginning the lesson. They then used a white crayon to label each one with the beginning letter to demonstrate their understanding of the objective. Thanks to Sue Bober for sharing this lesson with me and Jayme Durrwachter for sharing the idea of labeling the lines.
My fifth graders were working on the learning objective: I can identify and use analogous colors. I found a great lesson from Linda Welling's website of glues outlined pumpkins that I thought would be a fun was to teach that learning objective. The first day we practiced drawing a large pumpkin with contour lines and added grass along the bottom of the paper. Then one white paper we drew with our glue bottles a pumpkin sitting in grass. The second day we review analogous colors and how a light source can make a color look lighter and a shadow can make a color look darker. We then used yellow orange, orange a red-orange to paint a wet - on - wet wash blending the colors and letting them puddle up "just like professional watercolor painters". We placed the lighter color at the top to show a light source and the darker at the bottom for a shadow. We then used yellow-green, green and blue green in our grass using the same painting technique. They then could paint their sky any color they wanted. When they dried the puddled watercolor created a neat effect with our color. On the final day we used a black ink pen to outline our glue lines. This final step really make the pumpkins stand out. They look great in the hall! Thank you Linda Welling for sharing your great ideas!
This week my first graders were working on the learning objective: I can identify and create pattern using line, shape and color. I asked them to draw three curly loop lines. We then changed each loop into a fish by add tails, fins, lips and eyes. I then had them trace their drawing heavily with a crayon of their choice. The students then choose two fish to draw a color pattern inside with crayon. They then chose two to add a line pattern and the final two they added a shape pattern. They painted their drawings with a blue watercolor wash to represent water. After they dries we then added a black strip of paper on each end to add an Asian flair. I would like to thank the late Sue Bober for this lesson. She was very kind to me when she left the elementary level and gave me all her examples and lesson ideas. Thank you Sue!
Today fourth grade finished up two value paintings they had been working on. The first one we started was a painting of a troll doll with it's hair sticking straight up. We broke the hair up into five sections and demonstrated the learning objective: I can produce a continuous progression of color value. They were asked to paint the center section with the color they chose as is and the mix two tints and two shades and paint them in an order of light to dark. We let them dry and then cut off the negative space and glued them onto black paper. I want to thank Pam DePriest from Henderson Elementary for sharing this lesson with me. The kids love drawing the trolls!
The second lesson they finished up was their value seascape collages. During a previous class we painted six values of one color onto rectangle spaces. They create three tints, two shades and the plain color. Today they tore each of those rectangles in half horizontally to create a wave of that value. They were asked to keep the piece that had the white edge of paper to represent white cap waves. After they tore each piece they arranged them into a value progression starting with lightest color at the top and working to the darkest. They glued those overlapping onto paper matching the same color of paint they chose. We added a paper sun in a salmon color to top it off. They turn out beautiful and the kids love the effect they get with the torn paper. I found this lesson years ago on Art Sonia. I'm sorry I don't have that person to thank here directly.
Check out my YouTube I've been teaching elementary Art for 18 years the last eight at Becky-David in the Francis Howell School District. Teaching Art is a great job and I absolutely love it! My job is made easier by all the wonderful Art teachers out there who share their ideas and "secrets" with me personally and through the internet. Thank you! Check out & subscribe to my Youtube channel of instructional videos & book read alouds by pressing the button at the top right.
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