Fall Still Life Update

We have been adding watercolor to our pen drawings.  Here is a sample of my very talented 8th grade students in the process.

"Ugly Dolls"

I love the story of the creation of the "Ugly Doll".  I thought it would be a great idea to show the students what careers are out there for artists and how you can use your creativity to become successful.  I thought it would be a great opportunity to teach students how to sew by hand as well!

Here are a couple videos that I showed the students to introduce what "Ugly Dolls" are all about.

Students in the 6th grade will be creating an "Ugly Doll".  David Horvath's definition of ugly is unique, different and special.  Each doll he designs is a manifestation of things we might not like about ourselves that we really should love.  Students can use this idea to come up with a dolls personality, but they don't have to.

I am having them first plan out an idea for their doll.  I want to know its name and what its all about. They will do a small sketch and think about color.  Then they will draw a pattern.

Here is what my talented students have been doing so far.

Artist of the Month: October

I have chosen 6th grader Sophia Y. as artist of the month at Nissitissit.  She has shown me exceptional drawing skills in the little time I have known her.  Here is a sample of some of her amazing work.

Expressive Lines

Directional Lines

Self Portrait

Symmetrical Name Design

Fall Still Life

We have been practicing our observational drawing skills in 8th grade the past couple of weeks.   I set up an arrangement of fall objects.   Students were introduced to using line to create value.  When they are finished drawing the objects, they will use a line drawing technique such as cross-hatching, short dashes, or scribbles to apply tone to each object.

Line Drawing TechniquesStill Life

Grade:  8^th

Number of Classes:  4-5

Objectives: 

• Introduce the students to the concept of using line to create value
• Introduce the students to the concept of still life as related objects
• Introduce the students to the concept of repetition of shape within a composition
• Introduce the students to drawing realistically and model techniques to achieve a realistic drawing

Massachusetts Frameworks:

1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium

1.7 Use the appropriate vocabulary related to the methods, materials, and techniques students have learned and used in grades PreK-8

1.8 Maintain the workspace, materials, and tools responsibly and safely

2.8 For line, use and be able to identify various types of line

2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis.  Create 2D compositions that give the illusion of 3D space and volume

3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail

Vocabulary:  short dashes, hatching, cross-hatching, stippling, wavy lines, scribbles, proportion, perspective, light source, value, tone, shade, shadows

Teacher Materials:  PowerPoint presentation “Creating Value with Line Strokes”, examples, arranged still life

Student Materials:  pencil, Eraser, Sharpie pen, 12 x 18 tag board, worksheet “Line Drawing Techniques”, watercolor

Preparation: 

·        Students will view a slide show showing different line drawing techniques used to create value. 

·        Students will practice line drawing techniques with a provided worksheet prior to this lesson.

Procedure:

Day 1:

·        Students are shown how choose a composition

·        The creation and use of a viewfinder is demonstrated

·        Students are shown loosely and lightly how to map out the objects on the paper 

·        Students are shown how to use a pencil as a ruler to see the relationship between objects

·        Students are shown how to look at negative space in order to get correct placement of object

·        Students are shown how to overlap in order to achieve depth 

·        Students are encouraged to use the entire space on the paper 

·        Students begin drawing

Day 2:

·        Drawing continues

·        Once the drawing is mapped out well, students may darken lines that may need it

·        Lines are traced with sharpie marker

·        Students choose a line value technique and begin adding value to their drawing

Day 3:

·        In the beginning of class adding watercolor to the drawing is demonstrated

·        Students continue to finish drawing/adding value

·        When ready they may add a wash of watercolor to their still life drawing

Day 4/5:

·        Day to finish up if needed

 Closure:  Display works and critique, discuss what worked and what did not work during this project

Mirror Image Names - 6th Grade

I like to start off the year with this simple lesson on symmetry.  We discussed line, design, and symmetry.  Students created a linear design with symmetry using their own names, nicknames, pet names or team names.  They examined a variety of printed out fonts to help decide on the font they wanted to use.

Massachusetts Frameworks:  1.5, 1.6, 1.7, 1.8, 2.8, 2.10, 2.11, 4.4

Rainbow School Portrait

Tonight is open house and the "Rainbow School Portrait" is up!  The students loved seeing this all come together.  They have been gathering around and searching to find their "selfie".  Many students got to help me piece it together and many also helped to hang it.  It was great seeing the entire school work together to make one big collaborative piece of art!

Massachusetts Arts Curriculum Framework:

2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors

2.8 For line, use and be able to identify various times of line

3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail

Getting to know students with simple self portraits

This is my first year at Nissitissit so I need to learn each and every students name in grades 5-8.  I found a great idea to start the year off.

Students are creating a self portrait on a small piece of tag board (4.5" x 6").  We discussed contour drawing and analogous colors.  I want to get to know each student individually so I am allowing them to include a bit of themselves into the drawing.  I kept this project very open and free besides the talk of analogous colors and contour drawing.  I had students ask to use anime eyes and one student asked make himself half "Mind Craft".  I encouraged it.  I want to get to know the students beyond their names.  When all are finished, they will be displayed together with like colors (analogous) to create a giant rainbow of portraits.