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.

Guiseppe Arcimboldo Food Portraits — Year 3-4

These lessons were part of the Year 3 & 4 Inquiry Unit of ‘Food Sources’. We began by viewing artworks by Guiseppe Arcimboldo, describing, discussing and comparing, then we watched a couple of YouTube videos about the artist (see full lesson plan attached below with links)

I went to a market and bought a variety of fruit and veg including $1 bags of food on their last legs! I also got students to bring in pieces of fruit and vegetables to use to make a food portrait. I set up a table with the fruit and veg in containers, some cut in half and 5 face templates to work on. The other students were working on drawing a food face portrait.

Learning Intentions: To learn about the art of Giuseppe Arcimboldo. To compare 2 Arcimboldo artworks, interpreting the artist’s intention. I can describe some Arcimboldo artworks, discussing the materials and techniques used to make them, what the artwork is made of, what choice of material is used to enhance the audience’s understanding of the artist’s intention, and compare artworks, noting similarities and differences. (Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025) Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures (VCAVAR028) )

To learn about UNITY, VARIETY and TEXTURE so I can combine elements of different fruit & vegetables to to create interest, and make a balanced, harmonious, complete whole. I can use real fruit, vegetables and food to make a food portrait which I will photograph to capture my creation. I can draw various fruit and vegetables in an arrangement to make a face portrait. (Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks  (VCAVAV026)) Explore different ways of displaying artworks to enhance their meaning for an audience (VCAVAP027)

Students viewed the artwork by Arcimboldo entitled Vertumnus (1590) and completed an “I see, I think, I wonder” then shared thoughts. Another activity was to compare 2 artworks in a Venn diagram.

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Fruit and Vegetable Portraits in oil pastels, water soluble pastels and coloured pencils.

Feelings, Emotions and Colour art lesson: Prep / Foundation

Lesson for Prep /Foundation class. Achievement Standards:

  • Students make artworks using different materials and techniques that express their ideas, observations and imagination.
  • Students identify and describe the subject matter and ideas in artworks they make and view.

Learning Intentions: We are learning about how colour can express feelings and emotions in art. We are learning how to draw features on a face to show emotion.

Start off with the story: ‘My Many Coloured Days’ by Dr Seuss. Discuss how feelings and emotions can be expressed with colours. Using the colour wheel choose colours that best go with some common emotions of happy (yellow), sad (blue), angry (red), frightened (orange), embarrassed (purple) and relaxed (green).

Use mirrors to look at your face when showing different feelings. Note eyes, eyebrows and mouth and draw some examples on the board. I got the children to draw a face showing a feeling next to each colour on the colour wheel in their books.

Children then choose 4 feelings to show on 4 faces. They traced a face template and drew their four chosen emotions in black waterproof marker (Prockey), using examples to help. Then they used food dye wash to paint each face the colour matching the emotions.

Next lesson we listened to/watched another story: ‘The Way I feel’ on Youtube and discussed how we can feel all sorts of emotions even in one day. I had drawn an outline of a body on large sheets of paper and they used different colour pastels to trace over the border . They then use water colour paints to paint patches of colours on the inside of the body shape to represent our varying emotions.

The faces were then cut out and glued around the body shape. The faces could be smaller than what we did (as I had the brainwave to combine the two activities. You could of course display them as separate artworks!) Here are a couple put together:

Students share their pictures, describing the emotions shown and colours chosen, maybe relating a time they felt that particular emotion.

Autumn Leaf Prints

Autumn leaf Prints

Different Autumn leaves can be used to add variety of shape and size to this art project. Students used a foam roller to roll white paint over a leaf, and then place it carefully onto black paper, placing another piece of paper on top and rubbing it with a flat hand, before carefully lifting the paper and leaf.

Autumn colours (warm colours) were then dabbed around the leaf print.

ANZAC day wreath

ANZAC Day wreath

ANZAC day in Australia marks the courage and bravery of soldiers on the day the ANZAC soldiers landed in Gallipoli, Turkey in 1915, and broadly commemorates all Australians and New Zealanders who served and/or died in all wars. School usually have a ceremony to remember the people who suffered and sacrificed their lives during wars.

I cut out a large circle wreath shape from a cardboard box. Students sponged green paint over one side. They also sponged a combination of green, yellow and brown over green cover paper with leaf templates already drawn on the back. Once dry, the leaves were cut out and glued onto the cardboard wreath.

Glue the cut out leaves to cover cardboard wreath

Students used circles of red tissue paper, crepe paper or patty pans to make a poppy.

Poppies for the wreath
Completed ANZAC day wreath