Animal Eyes: Close Up – Paula Wiegmink inspired

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.

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”.

The particular artworks the students viewed for inspiration were of various animal eyes: giraffe, tiger, lion, elephant, owl: close up on the eyes. We discussed Paula’s passion for animals and that the “eyes are the window to the soul” and 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 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)

‘The Love Monster’ Guided drawing: Foundation – Year 2

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.

Autumn Tree Collage- Eloise Renouf style- Year 1-2

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!

My art lesson with Year 1 and 2 students was adapted from “First Grade landscapes” from a Cassie Stephens post.

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.

Paul Klee Portrait- warm / cool colours (Art lesson for Prep – Yr1)

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.

Andy Warhol style- art of everyday items: ipad art

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.

The following work are by students in Year 3 & 4:

Picasso inspired portrait: Magazine Mash-up

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 to Picasso’s style of art and cubism.

Autumn Leaves- easy home school lesson!

Autumn Leaves – pastel & food dye wash

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.

Artworks are by Year One & Two students:

Autumn Texture Trees- Foundation-Year 1 Art lesson

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.

The full lesson plan with learning intentions, step by step activities, resources, and alignment to the Victorian curriculum, and student examples is available in my TpT shop: $2 digital download of a Word Document https://www.teacherspayteachers.com/Product/Autumn-Texture-Tree-Art-Lesson-Prep-Year-1-5331840

Spring Flowers Eric Carle Collage- Yr 1-2

This lesson is great at the beginning of Spring, and fits in nicely with the theme of growth and change. We read the Eric Carle book, “The Tiny Seed”, and discussed how he might have made his pictures.

Students had fun making painted paper, learning about texture, contrast, and warm and cool colours. They made their own petal template shape, cut and arranged them, following steps shown . Full lesson plan with learning Intentions, Victorian Curriculum links, lesson plan, video links for Eric Carle, and steps with a Student Rubric- all below for download.

Build a Burger Mixed Media Collage – Yr 1 / 2

I have seen many lessons and variations of this activity, but this idea came from ‘Kids Artists- Building Sandwiches’ here.

The Year 1 & 2 classes were working on a Food theme in their classrooms, and I usually tie in with their inquiry unit somehow. I introduced them to a couple of artists who made food related art. One was Claes Oldenburg, Swiss born American. They were fascinated by his larger than life food sculptures, especially the outdoor ones. For this project we looked at his soft sculptures- Floor Burger 1962, and Giant BLT (Bacon Lettuce Tomato) Sandwich 1963.

We discussed what they thought the sculptures were made of (materials & techniques) and watched a video of curators putting together the components for a BLT model for a Oldenburg exhibition.

Learning Intentions & Success Criteria for these lessons:

I am learning about Claes Oldenburg and his soft and hard sculptures of food.
I will learn about shape, variety and texture so I can represent various items of food for a burger / sandwich. I can use a variety of papers to make shapes to represent various foods to go in a “sandwich/burger”. I can overlap the foods when gluing down.

The idea was to “build” a tall sandwich / burger.

Each student started by choosing some painted paper to glue at the bottom of a long piece of paper (A2 cut lengthways) for a table cloth and then gluing a paper plate cut in half on top.

Next they cut two burger bun shape from ribbed cardboard and on of these is glued to the plate. They then start at the bottom gluing their “food” – painted paper, tissue paper coloured paper cut, scrunched or torn into a shape of sandwich fillings. They used a hole punch to make a yellow card look like swiss cheese. Tissue paper was great for lettuce and shaved ham! They needed overlap the food slightly and not glue down everything down flat, to help give the sandwich some form.

The Achievement Standards by the end of Year 2 (Victorian Curriculum) are: Students make artworks using different materials, techniques and processes to express their ideas, observations and imagination. Students describe artworks they make and view, including where and why artworks are made and viewed.

ASSESSMENT: To assess this activity I used the seesaw app which all student artwork (and sometimes work in progress) is photographed in their individual “folio”. Firstly I uploaded a photo of the Oldenburg BLT for students to add a recording of what they thought the item was, what it was made of and why it might have been made. After students completed their artwork they commented on their own piece, describing the components, techniques and different materials they used to represent the food.