Art Projects for Drawing Class Art Projects for Observational Drawing Class
Delight Annotation: All images seen below are of my students artwork but. These photos/lessons are not posted in any particular society regarding the menstruum of my curriculum.
Abstract Self-Portrait Paintings
This fun self-portrait lesson combines art exploration inabstract fine art andcolor theory.
It is DEFINITELY one of my favorite lessons for 2d grade!!
On the first day of the lesson, I showed students my example paintings equally well as simply the abstract drawings before the pigment was applied. I asked students what they thoughtabstract artwork might be while looking at my examples. They noticed that the drawings were basically lines and shapes! We discussed how abstruse art focuses mainly onlines, shapes, and colors and didn't show a "film" of anything (a person, a canis familiaris, a tree etc.) I then showed them a slideshow of artwork by various abstract painters (Wassily Kandinsky, Paul Klee, Joan Miro, Jackson Pollock and William de Cooning) and talked a trivial flake virtually their background.
So I demonstrated on how they could draw an abstract drawing using different lines and shapes using rulers, various circle tracers also equally by hand.
They started in pencil on 12×18″ tagboard and then went over all the lines with crayons being certain to printing super difficult as they traced over their lines (subsequently on nosotros would do a crayon wax-resist). They then filled out a short questionaire with x or so questions asking virtually their favorite things and things most themselves. If they didn't reply them all, that was okay- I suggested to answer their favorites first, and then at least answer 6.
In the next class, they painted their drawings using liquid watercolors creating acrayon wax-resist. I gave students merely ruby-red, bluish and yellow paint, which immune a review onchief colors! Nosotros also reviewedsecondary colors andwarm and cool colors as I demonstrated mixing colors, which was a smashing reminder on color theory!!
While students worked, I took each students photo (which I later printed as a high-dissimilarity blackness & white photograph on printer paper).
In the post-obit fine art form, students glued their blackness and whiteself-portrait onto their painting likewise as their printed sentences that were cut into strips. (I typed out their answers and cut each question/answer into strips with a newspaper cutter).
I know this lesson includes quite a bit of additional prep from me for all their photos and text, but I couldn't resist doing it! The watercolors really pop confronting the black and white photograph- as well equally the strips of text! Plus, I merely love this take on a self-portrait projection. Kids actually enjoyed the abstruse component and of course loved getting their photos taken also!
I hope you enjoy these awesome abstract self-portraits as much every bit I practise!!
Thank you lot Bridgette from http://guerzonmills.com for the idea! (I found via Pinterest)
Learning Goals:
– Acquire what abstruse fine art is and tin place abstruse art
-Acquire about abstruse artists and their artwork (Paul Klee, Kandinsky, William de Kooning, Jackson Pollock)
-Review and tin can identify chief, secondary and warm and cool colors
Birch Tree Landscapes
This lesson is another ane of my favorites for 2nd grade!
The objective of this lesson was to create alandscape painting, while students are introduced to, and proceeds an understanding of,foreground, middle ground, and background within artwork. Second graders looked at the artwork of Bev Doolittle for inspiration.
Students applied their previous cognition with creatingperspective and space in their artwork from the "Monet inspired Bridge" lesson for this birch tree landscape lesson. Objects in the foreground announced to exist larger and lower on the page. Objects in the background are smaller and college on the folio.
On the first day of the lesson, students drew hills and trees on paper. Some trees in the foreground, a few in the center footing and some in the background. Students and then used the side of a slice of corrugated cardboard dipped into a little bit of blackness liquid tempera paint, to create the black lines within their birch trees.
Paintings were then left to dry until the next week.
On the second day of the lesson, they drew grass blades and flowers using crayon in the foreground (pressing hard!), and painted the land and sky with watercolors, creating acrayon wax-resist.
For days iii and iv, studentsobserved pictures of animals for reference, (I had packets of diverse photocopied pictures of animals for each child to observe, as well as simple step-by-step, how to draw animal packets that I made earlier) and drew them on dissever modest pieces of 80# cartoon paper. They and then carefully cut them out and glued them onto their finished paintings to inhabit their wonderful birch tree landscapes!
The results are beautiful and I think students did such an incredible job!
Learning Goals:
-Students use previous knowledge on how to create perspective in their artwork
-Acquire about the artist Bev Doolittle and her artwork
-Develope an agreement of foreground, middle ground and background within artwork
-Demonstrate an understanding on how to create a crayon wax-resist painting
-Enhance drawing skills through observation
3D H2o LILIES Inspired by Claude Monet!
I LOVE these flowers!!! I also think this may be my new favorite art lesson to teach!
2nd Graders did such a fabulous task creating them– SO proud of their work!!
Pace-past-step directions with photos below! AND a YouTube tutorial on the lesson is bachelor under my "Fine art Instruction Videos" page.
I also accept a FREE downloadable tracing template for the petals! Learn more than beneath!!
The art brandish (almost complete! Waiting on another ii classes to finish and then will add the rest!!)
To view a You Tube Tutorial Video on this lesson click Hither!
This lesson incorporates focusing on 5 of the 7 elements of art! – ( line, shape, color, grade, texture) and is inspired past creative person Claude Monet and his water Lilies.
This lesson took (4) 40 minute art classes.
TO VIEW A You TUBE TUTORIAL VIDEO ON THIS LESSON CLICK HERE!
ON Twenty-four hour period 1 students learned about Claude Monet and looked at a slideshow of some of his paintings- Especially (of course ) his water lilies!
Students then painted a sheet of 10×10" heavy weight tagboard with turquoise liquid watercolors, adding common salt while wet!! This becomes the water background, and the salt, (in one case dry), will make it expect like light is reflecting off of the h2o.
The blue paper is prepare aside to dry.
Then, students painted an entire sheet of 12×18" heavyweight tagboard either fuchsia or orange using liquid watercolors.
Kids had a choice of ii colors to keep make clean upward simple—(did I mention I don't have a sink or admission to water within my art room at one school, and teach off a cart at another???)
ON Twenty-four hours 2 -Create the lily pad
To create the lily pad, students glue various shades of green and yellow and lite blue tissue newspaper (pre-cutting into squares) using watered downwardly white school glue (or watered down modern podge) on an 80# 10×ten" piece of drawing paper.
I pre-draw the circles for the lily pads with sharpie to save fourth dimension.
I use watered downward glue (just a smidge of h2o per gum container) to thin it out to make information technology more easily spreadable. Kids apply it with a regular tempera paint brush.
Students applied a thin layer of watered downwardly glue, then a piece of tissue, then another sparse layer of watered down glue to make the tissue smoothen and flat. Students repeated this process until the unabridged circle was filled, overlapping tissue a little equally they glued.
Let dry out
ON Day 3 – Adhere lily pad to blueish h2o background, then cut out petals.
Students cut out their dark-green lily pad and then cut out a triangle from their lily pad
And so they glued their lily pad onto their blue paper with a glue stick (using lots of glue) and pressed for 5 seconds to brand certain information technology was apartment and glued on securely.
Then afterwards setting aside, students cut out their bloom petals.
(Prior to class, I traced 6 large, 6 medium, and half-dozen modest petals using tracers I created, on everyone's pink or orange painted sheets, to save art making time).
As kids cut EACH petal out, they wrote their names on the backs of each one with a pencil, and then put information technology in a nothing lock baggie, with their name on the baggie in sharpie, and was set bated for the following art class.
Students thought information technology wasn't necessary to have them write their names on the backs of their petals since the zip lock numberless would have their name, but I simply wanted to be extra cautious in case petals were misplaced/mixed upward with someone else's or fell on the floor…. Which did happen a few times– So I'thousand glad I had them exercise that actress step!
These baggies were then set aside in a box for later. Each course had it's own box.
ON DAY 4:Gather the flower!
Students end cut out petals (if needed) and so gum down all the big petals first, so medium, so small.
I testify students under the document camera, how to stack the fish "tail" of each petal (we talked about how the shape of the petals looked like fish) right on top of each other like when making a sandwich –stacking the adjacent rectangular fish tail over the previous i each fourth dimension.
I used "Aleene's" quick dry out (and other types of Aleene's tacky gum) to attach the petals. Information technology'southward important to use quick drying gum that is stronger than regular school mucilage in order to support the weight of the petals and it helps them popular up.
Another bonus—The glue dries clear!
I bought packs of 5 for $5 at A.C.Moore, (also sold at Michael'southward). Each educatee had their own glue bottle.
(Since the bottles are small, I re-filled the aforementioned pocket-sized bottles with a larger sized one for the following classes).
Students put a dot of glue per petal'south "fish tail" (about the size of a pea). I accept students count to 5 for each petal, while pressing.
Afterward applying glue and pressing the "tail" down for 5 seconds, bend the petal dorsum at its base with ane paw, while pressing the "fish tail" downward securely with your other finger. This makes the petal stand and pop out rather than laying flat. (Meet photo beneath— I think this pic explains it ameliorate)
Once all petals are attached, so add the yellow felt fringe to the flowers centre!
Students roll the fringe, starting from one cease —keeping it tight as they curlicue information technology upwardly.
Glue the bottom of the rolled fringe (heavily), with the same tacky glue.
Put some glue on the center of the flower as well.
Attach fringe roll to centre and hold for twenty-30 seconds. Don't worry if the fringe is squished – you tin conform it in one case totally dry (20-30 minutes later).
I had students set the finished flowers in the hallway to dry flat for awhile– and hung later on at the stop of that day!
I could NOT w-a-i-t! To hang these beauties up!!
Beloved, Beloved, Dear them!!
CLICK HERE TO Become TO MY TEACHERS PAY TEACHERS Page TO DOWNLOAD A Complimentary TRACING TEMPLATE FOR THE 3 PETALS (LARGE, MEDIUM AND SMALL).
Learning Goals:
Students learn nigh the life and artwork of Claude Monet
Larn what Impressionism is
Can create and sympathize what a three-dimensional work of art is
Learn almost the Elements of Art and peculiarly what Form is
Learn various painting techniques (using common salt with watercolor)
SPRINGTIME BUNNIES AND BEAR CUBS
How adorable are these?!? My 2d graders did such a fantastic job creating them!
This lesson took (3) 40 minute art classes to finish and incorporates the Elements of Art- Line, Shape, Color, Value and Texture! Nosotros as well used overlapping, contrast and pattern in our work! Students could choose betwixt creating a bunny or a bear cub. Read beneath the photos of student's artwork to see how they were created!
TEACHERS
Free DOWNLOADABLE BEAR CUB TEMPLATE ON MY TpT PAGE HERE
TO FIND MY BLOG Postal service WITH PHOTOS ON HOW KIDS CREATED THESE AND More… CLICK HERE AND Copy AND PASTE "SPRINGTIME BUNNIES AND BEAR CUBS- 2ND GRADE!" IN THE SEARCH BOX!
DAY 1
Students drew flowers all over their nine×12″ 80# drawing paper using markers and crayons. They were encouraged to draw the flower heads LARGE and draw LOTS!! Particularly along the top and sides since later on the bunny or deport would be placed over their painting.
I demonstrated a bunch of different ways to create the flowers first, but students could draw them any way they wanted! I also encouraged them to use bright colors. If they drew flower heads with a circle eye, they colored in the circles with crayon, pressing hard. In one case their paper was filled they drew green stems from each flower caput going all the way to the bottom, using a green crayon as well every bit a dark-green mark for each one.
24-hour interval 2
Students finished upwardly creating their flower heads and stems if needed (they really took their time with this footstep and loved created intricate flowers!!) and then usingjust water on a paintbrush, they went over each flower with water.
This turns the marker into almost a watercolor consistency, which kids LOVED!! I showed them how to just do one bloom at a time so rinse their brush earlier moving onto the side by side so the colors wouldn't get muddy.
And then students went over all theirstems with water. The crayon part of the stems would remain a solid line since crayons resist water.
We talked nigh the Element of Art "Value" and how the colors of the flowers would get softer and lighter in value once water was practical.
The wet bloom paintings were left to dry until the following class. Students and then either chose a bunny or bear cub template to get-go cartoon lines with sharpie to add together TEXTURE!
I downloaded and printed the bunny template from a website for teachers called Teachstarter (costless template) and so created the bear ane myself and made copies for kids.
I demonstrated how to describe straight lines close together in betwixt each section using sharpie. Students could leave the eye area as it was, or go over the lashes and create longer lines. We discussed how the lines created fur- like texture. We also discussed how the blackness & white vs. the colorful flower background would create CONTRAST.
DAYS two-3
Students connected drawing lines if needed, and then carefully cut out their animals and glued onto their flower background! I just Beloved how simple yet beautiful this lesson is! Plus, kids continue to understand how they are applying the elements of art while creating!
Learning Goals:
Students create artwork utilizing the elements of art (Line, Shape, Color, Texture and Value) and tin draw how they used each in their art
Students can define contrast and point out the apply of dissimilarity in their artwork
Students tin create, ascertain, and point out overlapping in their artwork
Positive/Negative Hands
For this lesson, students learned mostpositive andnegative space in artwork and used their previous knowledge (from their sketchbook encompass lesson) on warm and cool colors to create this colorful vibrant painting.
First, students painted a 9×12″ paper using eithersimplywarm colors, onlycool colors, OR a rainbow (in the rainbow's order) using watercolors.
On the second solar day of the lesson, they traced their hand on the back of their painting using pencil, and so advisedly cut out every bit one piece and set it bated.
They took the remaining newspaper (now showing the negative shape of their hand) and glued down to the left side of a sheet of 12×18″ black structure paper, being sure to line up the edges.
Students so folded the positive cutting out of their hand in half and drew a half circle (or other shape) in the center, cut out and glued to the heart.
The remaining paw with the hole cutting from its center was then glued to the right side of the black paper. Thank you Mr. O (http://mrosartroom.blogspot.com/) for the awesome lesson inspiration!
Learning Goals:
– Students can create and define positive and negative space within artwork
– Demonstrates a clear understanding of warm and cool colors and shows this in their work
Silly Monster Selfies
2d graders had a blast creating these super adorable lightheaded monsters!
On twenty-four hours one (of two) for this lesson, students drew a simple monster head shape with ii pointy parts for ears, on their chosen 9×12″ colored construction paper background with pencil. They then dipped the edge of a 2″x4″ slice of thin cardboard (I used the cardboard that comes with the packaging for styrofoam printing plates) into black pigment and "stamped" brusque black lines along the border and within their monster to createtexture for fur! These were left to dry until the next class.
On the second twenty-four hours of the lesson, students then cut out their monsters, leaving a piddling colour effectually the border and glued onto a 12×12″ piece of black construction paper.
They added big eyes with punched out white paper and blackness paper for the pupils besides as a oral cavity and fangs!
They learned how to create asymmetrical rima oris past folding a piece of black paper in one-half and drawing only half the mouth along the folded edge and cutting out while still folded.
I LOVE how these came out!!Thank you @mrsallainart (via Instagram) for the inspiration!!!
Learning Goals:
-Students can define and create texture inside their piece of work
-Students can ascertain and create a symmetrical oral cavity within their monster
Another time nosotros created the same monsters using the aforementioned technique, merely added cut paper hearts to brand them "LOVE MONSTERS" for Valentine's Day! Run into Below
I read them the cute story, "Dear Monster" by Rachel Bright for inspiration!
Symmetrical Fall Leaves
For this art lesson, second course students created enlarged,symmetrical fall leaves with warm colors.
Students first skillful theirobservational drawing creating at least 5 leaves in their sketchbooks, while looking at a leaf handout.
They then chose ane drawing to overstate on 12×18″ paper. They folded the paper in half and drew only one-half of their foliage, using contour lines, forth just the folded edge. They then carefully cut it out, to reveal their symmetrical leaf cut out.
Students then drew the veins of their leaves with crayons and so painted the leafage using warm colors with watercolor paint to create a crayon wax-resist technique.
For a final impact, students glued their dry leafage painting onto either a blue, green or majestic piece of construction newspaper revisiting what the warm and cool colors were from the sketchbook cover lesson, in the beginning of the year.
Learning Goals:
– Be able to identify warm and cool colors
– Develop observational cartoon skills
– Explore and acquire about profile lines
– Understand what symmetrical ways and be able to place and create a symmetrical image
Catching Snowflakes Portraits
Second graders LOVED creating these adorable drawings of people catching snowflakes on their tongues!! They did such a wonderful chore, and I love how each educatee put their own unique spin on the final touches!
For this fun two day art lesson, students first drew a face looking upwardly (we talked about how the shape of the caput with the small bump for the nose pointing upwardly and a large round shape for the face up resembled a pumpkin). And so added an open mouth, teeth (here, kids could add together spaces betwixt teeth to show the person lost a tooth or teeth!), a letter of the alphabet "one thousand" for the tongue, pilus (flying around from the winter wind), scarf, and sweater or jacket.
In one case all fatigued in pencil, students colored in using oil pastels. Students learned how to clean their oil pastel sticks using a minor slice of newspaper towel or tissue earlier applying color. (Since multiple colors are all in the aforementioned container, the oil pastels can take other colors on them which tin impact their work, unless wiped away showtime).
For the final step, students added snowflakes (of grade!) and could add together one on the person's tongue besides, and so outlined the person with a black oil pastel to assist define edges and make the person stand up out.
Cheers Aly at Little Yeti (http://artisandesarts.blogspot.com/) for such a cute lesson idea!!
Learning Goals:
-Students learn tips and techniques with oil pastel
-Larn how to describe from a different perspective (person looking upwards)
Wintertime BEARS IN SWEATERS!
CUTENESS OVERLOAD! I ADORE THESE BEARS and honey all the different expressions!
Read more than on this lesson beneath students artwork, and notice out how to view my step-past-pace drawing directions on how we created these bears!
I beloved all the different expressions!
This lesson took iii art classes to complete (forty minutes each).
2nd graders followed forth with me as I did a guided drawing for their comport under the document camera. Nosotros drew our bears on 12×12″ 80# white cartoon paper in pencil to start. Then added a ton oftexturefor the fur by drawing lots and lots of lines with a fine bespeak sharpie. 2d graders colored in the eyes and nose with a thicker sharpie except for the little white highlight to create calorie-free reflecting off the bears eyes and nose.
And so students used some of their math skills to create theirpatterns in the sweaters!
To do this, students drew 3 curved lines inside the area of the sweater, creating 4 stripes. Then referred to a pattern canvass with a diversity of patterns labeled by a number. Each student got dice to roll, and for each of their striped sections in their sweater, they rolled their die to effigy out which pattern they'd draw. For the 1st section in their sweater they could create their own from their imagination, or selection 1 from the blueprint sheet. For the 2nd department in their sweater they rolled the dice and drew the pattern according to the number rolled. For the 3rd section, they rolled the dice twice and added the two numbers together to go the pattern, and for the fourth section, they could choose whatever pattern they wanted from the sheet or create their ain!
Once drawn in pencil, the patterns were traced over in sharpie, so colored in carefully with markers.
LEARNING GOALS:
Students can place and use the elements of art LINE, SHAPE, Colour, and TEXTURE to create their bears
Students can define and create patterns within artwork
Students sympathize that artwork can incorporate math concepts and tin can use their add-on skills to create the patterns
TO FIND MY Web log Mail WITH STEP-BY-Step PHOTOS ON HOW KIDS CREATED THESE BEARS AND More than… CLICK Here AND Re-create AND PASTE "WINTER BEARS IN SWEATERS" IN THE SEARCH BOX!
Snowmen at Night
For this lesson, students listened to the story "Snowmen at Nighttime" by Caralyn Buehner, for inspiration.
During this lesson, students learned aboutperspective in art. Perspective is the technique used to represent a three-dimensional world (what we see) on a two-dimensional surface (a piece of paper or canvas) in a way that looks realistic and accurate, as nosotros run into it in nature. Perspective is used to create an illusion of space and depth on a flat surface.
To practise this, students drew some snowmen larger, forth the bottom of the folio to appear closer to the viewer, and some snowmen smaller, about the top of the page to appear farther away from the viewer with snowy hills in between, to create the illusion ofspace anddepth. Students as well added trees, houses and other objects within their work.
Second graders too learned that aprofile is a side view of a person, animate being etc., (or in this case a snowman!) and drew at least 2 snowmen in profile.
Subsequently drawing everything in with pencil on blackness newspaper, students colored in their drawings using oil pastels. They had the option to color their snowmen and snow with any colors they wanted.
If students chose to color in the snow and snowmen the aforementioned colour, they needed to just be sure to exit a footling space around their snowmen, or draw a black line to dissever and ascertain the snowfall from objects inside the snow.
Learning Goals:
-Students learn what the word perspective means in artwork and how to show that in their work
-Understand why size and placement of objects are important in club to create perspective in artwork
-Larn about viewpoints and sympathize what a contour is
"Birds-Eye view" Snowmen Collages
This snowman collage was a fun i twenty-four hour period lesson using cut newspaper, oil pastel, and sharpie. We discussed what a "bird's-eye view" perspective was first then students had the pick of creating a snowman looking upwards or looking direct ahead.
Students traced 3 different sized circular objects (a paper-thin circle for the base, blank or old CD'due south for the middle, and a minor plastic take out cup for the caput) on a sheet of 12×eighteen″ drawing paper. They drew a blue line with oil pastels around the edge of each circle, then with a circular motion, blended forth the edge with their fingertip.
They cutting out the circles, so glued them into identify largest to smallest on a sheet of 10×10″ colored construction paper. They added chocolate-brown "sticks" for the arms, a cut triangle for the carrot nose, and a scarf with pieces of colored construction paper. Eyes, mouths and buttons were fatigued using a black sharpie.
Students either placed the carrot along the blue edge in guild to have the head looking direct ahead, or in the center to show the snowman looking upwardly towards the sky.
Learning Goals
-Students learn what birds eye-perspective means and can evidence that in their work
Mixed-Media Jellyfish Paintings
On the offset day of this lesson, students learned about whatmixed-media is. I explained we'd exist using a combination of differentmediums— tempera paints, chalk pastels and oil pastels to create our pictures. I also demonstrated the difference between chalk pastels and oil pastels on fleck paper. Students then created an underwater groundwork painting using liquid tempera paint. They started at the pinnacle of the 12×18″ tagboard with blue pigment, and then layered on white correct on summit of the blue and blended to create atint of blue. And then after cleaning their brush in water, painted only bluish, so just purple and and then blackness working their way down their papers. Students were encouraged to alloy where two dissimilar colors met, to create a polish transition from colour to colour.
On the 2nd solar day of the lesson, students drew jellyfish using whitechalk pastels. I demonstrated a really simple way to draw them by creating a dome like shape and then calculation wavy lines (some longer than others) underneath. They could fill up in with any colors they wanted one time drawn, so blended using their fingertips.
Nosotros discussed the deviation betweenopaque andtranslucentwhen creating the jellyfish with chalk pastels. Students then added black and green seaweed and some fish withoil pastels.I love how the jelly fish look similar they're almost glowing!
Cheers Patty (Deep Space Sparkle) for this lesson thought!
Learning Goals:
-Students acquire what "medium" means in fine art and what "mixed-media" is
-Learn about differences between chalk and oil pastels
-Acquire what a tint is and how to create them
-Learns translucent vs. opaque
MONET INSPIRED BRIDGE PAINTINGS
2nd graders created these beautiful paintings inspired by the creative personClaude Monet.
On day 1 of the lesson, students learned about Monet and watched a great video about his life and artwork narrated by an 8 year old girl. You tin can view it here.
Students and so drew a span in pencil, and colored in with crayons. They fabricated sure to press hard while coloring in and to not exit whatever gaps of white newspaper showing in order to create acrayon-wax resistafter.
Students learned that Monet was a very famous French painter, who was a founder ofFrench Impressionism.They also learned he would frequently pigment"en plein air" (meaning open; in full air -in French), and that he enjoyed painting the same things over and over, but at different times of the mean solar day. Each time he went outside to paint information technology, the light would exist unlike and change the way the colors and shadows looked.
He especially loved painting his water lily pond by his house in Giverny, France. It was very important for him tocapture a sense of light in his piece of work, (morning, afternoon, evening light equally it roughshod on his subjects).
He achieved this by calculation various shades of colour and white to his paintings.
Students created a sense of calorie-free inside their work by drawing black lines (similar the number vii) within certain areas of the bridge to create shadows, and white lines (similar the letter L) to create light.
They also added white to the grass and on one edge of their lily pads.
On the final 24-hour interval (twenty-four hour period iii) of the lesson, they used amoisture-on-moisture technique and painted their drawings with water, then painted with blue liquid watercolor while still wet. Then they sprinkled table salt all over their paintings, which when dry out, creates these interesting effects yous see hither within the paint! It makes it look similar light shimmering on the water!
Students did a fantastic job creating these Monet inspired paintings, don't you think?
Learning goals:
-Students learn about the life and artwork of Claude Monet
-Learn that Impressionism is a style of fine art
-Learn that Monet was one of the founders of Impressionism
-Can define and create a crayon wax-resist painting and utilise wet-on-moisture techniques
-Gains an understanding of perspective and space. Learn that objects that are closer to us are drawn larger and lower on the page, and objects that are further away are drawn smaller and higher up on the page
FIELD OF FLOWERS PAINTING
This was a super fun one mean solar day painting lesson! Kids used warm colors to create the flowers past making simple circles upon circles, then used cool colors to create stems for their flowers!
The goal was simple- fill in the space on the 12 x12″ newspaper (we used manila tagboard) with lots and lots of flowers and stems and have FUN!
I Love how simple and colorful these are! They wait keen hanging all grouped together in the hallway around springtime with the pop of bright color behind them. Thank you Painted Paper Art (http://world wide web.paintedpaperart.com/) for sharing this fun painting lesson!
"THINKING OF Summer" SELF-PORTRAITS
This was a perfect lesson for finishing off the school year! Thanks Mr. O (http://mrosartroom.blogspot.com/) for this fun lesson!
2nd graders drew the tops of their heads large, along the bottom of their paper, calculation but their eyes and eyebrows to their face. They drew a thought bubble, and things that they were going to do, or wanted to do over the summer! One time outlined with sharpie, they colored in with crayon, and so painted the background with whatever colors they wanted using tempera cakes.
Bask!
Warm / Cool Mitt Design with Patterns (Sketchbook Cover Drawings)
For every grade level (1st-fifth) I have students create a cartoon that gets mounted onto a sketchbook for each student to use throughout the year. The sketchbooks stay in my fine art room in grade level/ classroom bins. Each grade has a different drawing lesson and creates dissimilar artwork from other grades.
To create the bodily sketchbooks, studentsfolded a canvas of 12×18″ 60# paper in one-half horizontally, for the cover. Students then staple in 12 sheets of pre-cut viii.v x11″ newspaper (donated extra long printer newspaper -viii.5 ten 14″- Legal size- that I cut to 8.5 x 11″ alee of time). * Whatever left over cutting scraps of white paper are then used for other collages/lessons. And so their drawings become glued onto the cover.
Not bad for when kids terminate early, plus it keeps all (what ordinarily would be) loose do drawings all in one contained place. Students use sketchbooks to free draw in in one case finished with an art lesson (if they finish early on), besides as to exercise drawing/program out their ideas, before doing a final version.
Growing upwards, I had sketchbooks and diary's that I would draw in and I retrieve it'southward so fun to be able to await back on something like that. My students volition accept sketchbooks from 1st-5th class, a new one every year to be able to look back on and see /rail their ain artistic growth throughout the years! Especially fun when you're older to dig upwards all your sometime sketchbooks from your parents keepsake chest and flip through equally an adult!
So for this particular sketchbook comprehend drawing lesson, 2d grade students created a hand drawing usingwarm and cool colors and patterns .
Students kickoff traced their hand and drew apattern inside their hand. Then they drew a different pattern in the background filling in the entire page.
After outlining with a blackness sharpie, they colored inside their paw using simplywarm colors, and colored in their groundwork using simplycool colors (or vice versa) with markers.
Sketchbooks are used throughout the twelvemonth to plan out ideas, practise before making a final drawing, piece of work on an extension of the current lesson if finished early, and of course to simply have fun and experiment.
Learning Goals:
– Understand the purpose of an creative person's sketchbook
– Demonstrate an understanding of warm and cool colors
– Can place and create patterns in their work
3D PAPER SCULPTURES INSPIRED Past ARTIST CHARLES MCGEE
This lesson took ( ii ) 40 minute fine art classes to create.
Students learned about the artist Charles McGee and we discussed his artwork. We discussed how we'd be utilizing the elements of art, line, shape, and form to create our sculptures. And so students received a sheet of copy paper with four lines pre-drawn and photocopied for the class.
So using a blackness sharpie marker, students drew a unlike pattern in each section, creating 5 sections.
DAY ii
And then on solar day 2, students cut out each section with scissors.
Students so flipped over each strip, and folded back the ends. They then glued the flaps with a glue stick and positioned the flaps on a slice of 8×8" white cardstock newspaper and pressed for 5 seconds. Students could identify each strip wherever they wanted creating height past placing the flaps closer together, and and then gluing on other sections on top of previous ones. They had a lot of fun creating these fun and interesting sculptures!
liedtkebostersair89.blogspot.com
Source: http://www.artwithmrsfilmore.com/2nd-grade-art-lessons/
0 Response to "Art Projects for Drawing Class Art Projects for Observational Drawing Class"
Post a Comment