Please Don't Eat the Artwork



Cubism Still Lives

4th Graders learned about CUBISM and PABLO PICASSO. We talked about GEOMETRIC SHAPES and COMPLEMENTARY COLORS. Using these concepts, 4th graders completed still life artwork.

We started by talking about CONTOUR LINES and how to draw what you see. Many students were initially intimidated about drawing objects from life but when we broke things down into shapes, it helped to simplify the process. Each table chose a tray filled with interesting objects like flowers, cups, toys, shells, bells, and blocks.

Students were given the option to draw whatever they wanted that they saw, as long as they filled up their paper. I felt it was important to have some freedom in this project because I have always loathed technical life drawing and wanted to provide more choices. Some students chose to draw all of the objects and some decided on a couple that they really liked.

Students drew in their sketchbooks and then transferred their designs onto white drawing paper. From there, they used rulers to ‘fracture’ the picture and sharpies to outline their shapes.

Then it was time to color. I told students they were only allowed to use 2 colors and after the outrage explained that they could also use black and white. We talked about how this would give them at least 6 colors and possibly even more.  Students learned how to blend colors of oil pastels together to create VALUE and TINT AND SHADE. This was a fun and messy process!

The idea for this project was adapted from a project found in the county database. I also used inspiration from a project I did several years ago  with still life, fracturing, and oil pastels.

I am excited to finally be finished with this and move on to printmaking!

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Dragons and Houses

1st graders are finishing up their painted paper dragons this week. Check out to check out the painted paper process.

Students used scissors and glue to create SYMMETRICAL and ASYMMETRICAL shapes. They used wavy lines, zig-zag lines, and shapes to make the body parts. Check out the amazing dragons!

Remember —  a dot is a lot and a blob is a slob. Use glue wisely!

With a hat:

In a flower field:

With a crown:

With a princess and a flower:

Breathing fire:

Saying “I Qm Bisfly”  (???)

Saying “Na Na Na T”  (???)

“Dark Vater”:

“The Black of Drrkness” (with hearts and rainbows):

Super happy face:

With a scalloped line:

Yaaaaaay dragons.

4th graders finished up their projects based on the artwork of Friedensreich Hundertwasser (a painter and architect) Here are a couple examples of his work:

They were amazed and astounded to learn that this building actually exists. They were also quite inspired by the figurative elements and ‘lollipop trees’  like the ones in this painting:

We talked about Hundertwasser’s style and the kids agreed that his work reminds them of Willy Wonka and the Chocolate Factory and Dr. Seuss. Thew students noticed the organic shapes and we contemplated the question “do buildings always have to have straight lines?” and the students practiced drawing Hundertwasser-esque building in their sketchbooks. Then they drew their designs onto a big piece of paper with sharpies. We talked about ANALOGOUS COLORS (next to each other on the color wheel). Students chose 4 analogous colors and painted their artwork using liquid water colors.

As the students have been finishing up their artwork, I have been inviting them to visit the art room in the morning if they do not complete their work during class. So far I have had several students visit. They LOVE looking through the drawing books I have and learning how to draw cool things. The Garfield book is the most popular. These drawing books are located in the “I’m Done!” section of the room. This is a little desk with different activities students can do on the carpet when they finish their work. I also ordered mini white boards that will hopefully arrive soon.

Free draw ideas, drawing books, Colorforms, art matching game:

Artwork by a 5th grader who was SO excited to visit this morning:

I think it is important to offer my room in the mornings because for some of these kids, it is the only place they can feel a positive atmosphere. Many of the students at my school come from turbulent homes and they struggle in the general classroom. I try to offer my art room in the mornings as a place where they can come and not worry about anything — just enjoy creating. It is quiet before school starts and there is more freedom to work and explore. I want my room to be a safe and welcoming space that my students are excited to be in. 🙂

Have a great weekend!