Learning Intention: To use shape and colour to make a candy heart with a positive message and a complementary coloured background.
Success Criteria: I can draw a heart with a positive message inscribed inside the shape. I can add a shadow line to give it a 3D appearance. I can use a darker colour value to use on the sides. I can use the complementary colour for the background.
This lesson was done earlier this year before Coronavirus lock downs became something we had to endure here in Melbourne for many months. The messages certainly resonate now as we wait to see if shops, restaurants and bars can reopen and if we can socialise with friends.
The students used chalk pastels for the heart shape, darker on the edges. The background is food dye wash.
When we had to go to remote teaching last term, I had to throw out my planned lessons as they required too many “special materials” that students would not have handy at home. So it got down to, “What materials are easily accessible for all students at home?” Greylead and coloured pencils and copy paper! So I knew it would involve drawing and needed to be about learning new concepts and skills as well. I usually do some sort of one point perspective art in the senior years, so this was the perfect opportunity.
I broke down the tasks with video and powerpoint demonstrations of the key points about perspective- horizon line, vanishing point and converging lines, followed by simple Seesaw activities to show understanding of the basics. (Oh how I love the Seesaw app!)
The next lesson was to get students to practise drawing using a horizon line, vanishing point and converging lines, using basic shapes above and below the horizon line with a video demonstration.
We looked at on of the most famous paintings of a bedroom- ‘ Bedroom in Arles’ by Vincent Van Gogh and used the converging lines on some of the furniture to estimate the Vanishing Point (and therfore horizon. (Some of the lines are a bit out, but Van Gogh was probably working by eye!
The focus of the next lesson was to start drawing the basic geometric shapes that will become bedroom furniture. They uploaded their draft to Seesaw for me to check them, and for some I needed to draw some lines on their draft to show what to do, or where to draw, as well as explain- (when in the classroom you can just point it out while they are working on paper!)
Once their draft with shapes was checked, they were able to go ahead and add details, add to the shapes to make them into furniture and accessories in a bedroom, like their own.
This lesson is adaptable to different levels and using various materials. This particular lesson was done with Year 3/4’s using the Brushes Redux App on ipads. They chose an animal and then searched for an image suitable to use, bringing it into Brushes App and using the layers, colour and brushstrokes to give appropriate textures to make it realistic. Students may need to spend some time exploring and experimenting with the various brushstrokes and using the layers before beginning!
Learning Intentions: To discuss how an artist expresses an idea to show the audience a particular viewpoint. To describe subject matter, discussing materials used and how artworks are made. To explore Brushes App to use textures, colours and ‘brushstrokes’ to create a digital picture of a chosen animal eye.
Success Criteria:I can describe an artwork, infer the techniques, materials and ideas expressed. I can use Brushes Redux App layers, brushstrokes and colours to create the look and texture of an animal eye close up, using a photo as reference.
Inspiration for these artworks came from looking at and responding to artworks by Paula Wiegmink of various close up paintings of animal eyes: giraffe, tiger, lion, elephant, owl. Paula grew up in Zimbabwe (she now lives in Western Australia) surrounded by bush and wildlife and is passionate about conservation and uses her art to raise awareness of the fragility of many species. Her paintings, ‘Tears of the Rhino’ and ‘Tears are Not Enough’ of a chimpanzee, have been used by RAGES-One Fight Unite global poster campaigns to raise awareness of rhino conservation and plight of the chimpanzees, and signed by celebrities all over the world.
I introduced the students to some artworks by the artist, Paula Wiegmink, who was born in Zimbabwe in Africa. (She now lives in Western Australia.) She developed a love of African wildlife and many of her artworks feature animals and birds, along with still life, landscapes and portraits. She has a strong passion for wildlife and through her art hopes to create awareness for endangered species and the fragility of some animals in the wild. She did an amazing artwork called ‘Tears of the Rhino’ originally for World Rhino day, and was later used for a poster for the Rotarian Action Group for Endangered Species (RAGES) campaign. ‘Tears are not Enough’ was an artwork of a chimpanzee, about raising awareness of animals at risk made for “One fight Unite”.
Paula stated: “They say the eyes are the ‘window to the soul’ and for this reason I always try to convey the spirit of the animal or bird I am painting through the eye.” Students viewed a series of Paula’s artworks of animal’s eyes and close ups. We discussed her passion for animals and explored the paintings with this in mind to infer what message she was trying to portray in these pieces. The children responded with ideas about connecting with the animal through looking into their eyes and messages they might be trying to pass on to us about looking after them and their habitat or environment.
Students responded to the above artworks by Paula Wiegmink. Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025) Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks (VCAVAV026)
This was a great remote art lesson for the younger children. I posted a link for the story on Youtube https://www.youtube.com/watch?v=KIva59P4HiY&t=54s and made a video of the steps to draw the Love Monster (Prep version- no arms or feet, Year 1/2 version with the arms and feet!) I also discussed the use of PRIMARY COLOURS, red, blue and yellow, and the use of TEXTURE- using lines for the fur.
LEARNING INTENTION: To follow guided instruction to draw the Love Monster. We will use SHAPE, LINE, TEXTURE and COLOUR to complete our picture.
SUCCESS CRITERIA: I can follow the guided instruction to draw the SHAPE of the Love Monster, including eyes, mouth and a heart. I can use short LINES to add TEXTURE for fur. I can colour in using the PRIMARY COLOURS, red, yellow and blue.
Eloise Renouf is an artist, designer and illustrator from the UK whose designs adorn fabric and printed textiles for homewares and greeting cards. She designs all sorts of nature-inspired patterns: from flowers, trees, clouds, birds and leaves. Her overlapping trees use circles, ovals and roundish shapes or ’round cornered’ squares!
To use colour, shape, texture and space to create a mixed media artwork with Autumn trees. We are learning about space- background and foreground and overlapping to create depth. We are learning about cool, warm colours and contrasting. We are learning about VARIETY – shape, colour, pattern. We are learning about texture- implied, by using painting techniques.
SUCCESS CRITERIA: I can make TEXTURE on paper by using ‘texture wands’ to create painted paper in various combined warm colours. I can (trace) and cut out various organic rounded SHAPES, like ovals and rounded squares for the tree tops. I can use LINE and PATTERN to add stylised branches on each tree top shape. I can fill the SPACE of the whole paper with one-third sky, one-third land (either by dabbing paint (with white to make tints of the colour) or by gluing down OVERLAPPED pieces of tissue paper. I can arrange the treetop shapes in two rows, with varied colours, OVERLAPPING the bottom row with the top.
First the students made painted paper, using warm coloured paint to print and dab with brushes and texture wands onto warm coloured cover paper. While this was left to dry, they made their background- one class used paint to dab on the grass at the bottom of a piece of blue cover paper; the other class overlapped pieces of green tissue paper along the bottom third of the paper.
The next lesson, students used pre-cut templates mostly in the shape of ovals and round cornered squares to trace the shapes on the back of the painted paper, and cutting out, making sure to share and use other students scraps to get a variety of colours and patterns.
They then used permanent markers to draw a line up the middle of the shape for the tree trunk, then add various lines for branches, using Renouf designs for ideas.
Students then had to arrange their trees with the colours spread into a “back row” on the top half of the page, gluing down, then adding the trunk in the black marker to touch the top of the “ground”. The next row of trees were glued lower, slightly overlapping the back row, and with the various colours spread out.
The trunks drawn from those trees needed to be drawn down a little lower because they are closer!
This took 2 one hour lessons. We had discussions about shape, colour, line, overlapping etc.
My art lesson with Year 1 and 2 students was adapted from “First Grade landscapes” from a Cassie Stephens post.
My Prep classes were learning about use of colour to show emotions and feelings, so this activity was a good follow on to learn about warm and cool colours.
Learning Intentions & Success Criteria:
To explore the portrait artwork “Senecio – Head of a Man by artist Paul Klee. We are learning about portraits- abstract /realistic. We are learning about warm and cool colours. We are learning that colours can express feelings and emotions in art.
I can describe the colours used on Senecio and say whether it is realistic or abstract. I know the warm colours and can also identify colours that are cool (on the colour wheel) I can use warm or cool colours on a Klee style portrait.
Students used a card circle (from Supermarket pizza packaging) and followed a guided drawing to add the joined eyes, line for the nose and mouth, and shoulders. They then drew lines on the face and body to make sections.
Oil pastels were used to colour the sections. (Alternatively, water colour paints can be used with varying intensity- more water for a lighter colour value)
We discussed that pink is also a warm colour because it is made using red (with white.)
For the background the students use chalk pastels on the side, then spreading and smudging the colour with their finger to fill the space.
These examples were very well done ipad /digital art in the style of Andy Warhol made by Year 3-4 students. We used the Brushes Redux free app on ipads.
Firstly students choose an everyday popular food item, and save a screen shot on their ipad camera roll. When you open the Brushes App you begin by clicking the + icon in the top right to create a “new painting” by choosing the appropriate size and orientation (portrait or landscape) I always tell them to choose the largest size as it’s easiest to work on.
Click the image/photo icon in the middle right to choose a photo from the camera roll. The image can be “pinched out” to make it fit the size of the “painting”. Click “Accept”
Separate layers are used to trace and then colour the image. You have to make sure the layer you are drawing on is highlighted in blue. The outline layer can be dragged to on top of the colouring in layer (as in the examples where different colours are used for the item as seen in the Twirl bar and below in the Crunchie bar and Dairy Milk chocolate bar.
Next I added 4 different coloured backgrounds on 4 separate layers. If the whole jar was coloured in, including the white areas, I could have just used the setting “Fill Layer” but that would show through on the areas I left uncoloured.
I have done this activity with Prep to Year 2 classes. Great lesson for Preps when teaching portraits and facial features. Of course if it’s inspired by Picasso, the features can be odd sizes and from different faces! The kids loved this. I had the pictures cut out in piles of each feature, they just had to choose 2 different eyes, a mouth, a nose, 2 ears and some hair. I drew an oval shape for the face on the paper.
Older students can do their own magazine search, cutting out the features from different faces, or using one face as the bottom layer, and adding different eyes, mouth,etc.
We viewed portraits by Pablo Picasso and discussed the difference between realistic and abstract (unrealistic) portraits. We watched a simple introduction toPicasso’s style of artand cubism.
Amid the Covid-19 pandemic restrictions we are still allowed to leave our home to exercise, so whilst out for a walk I collected some varied shape Autumn leaves from the ground and used them to create a simple artwork suitable for any primary school age child. I had done this lesson previously with Year 1’s and 2’s, shown further down in student examples.
Choose 4-6 leaves of varied shape to arrange on your paper. Once happy with the arrangement, trace around each leaf with a grey lead pencil. Use oil pastels in warm colours to trace each leaf, and use the leaves as reference to draw the veins on them.
Colour each leaf with pastels, using the colours of the real leaf if it’s not just brown! Then use your finger to smudge and blend the colours.
Once all the leaves have been coloured and blended, trace around the outline again and go over the veins of the leaves. Now time for the food dye background! You can buy food colouring from the supermarket. Use the COOL colours- which will be green and blue; I tried mixing purple with red and blue, but it turned out a little murky! Mix a few drops of food colouring with a little water and “paint” the background in dabs of each colour.
Foundation (Prep) students loved experimenting with the effects of texture wands and implements before choosing one to create the Autumn leaves on their textured tree.
These artworks took three lessons (though they could be done in two), but there were great art concepts for learning the elements of art along the way. One element was texture – the bark of the tree and the leaves themselves. The other element we looked at was colour, and specifically warm colours.