tag:blogger.com,1999:blog-57765677176130366722024-02-06T18:21:25.864-08:00Glitter is Good!tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-5776567717613036672.post-40005911139747644602015-04-02T07:23:00.000-07:002015-04-02T07:23:25.005-07:00A Lot of Hot Air!<div class="separator" style="clear: both; text-align: center;">
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As the warm weather returns to
NJ (finally!), I'm feeling a little of the old wanderlust. Here are a
few hot air balloons from last summer's art camp at the <a href="http://www.markeimartscenter.org/">Markeim Arts Center </a>where
I teach ages 5-12. They make me feel like I'm ready to head for the
horizon! We used tempera paint on blue paper for the backgrounds, and
while they dried students cut balloons from templates and decorated with
oil pastels. Baskets were added and attached, and off they flew! </div>
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-88062678238683222212014-06-10T08:04:00.001-07:002014-06-10T08:33:27.514-07:00Moroccan tile printmaking.<br />
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Fifth grade discussed the notion of functional artwork when we studied Moroccan tile. We studied the patterns and colors and viewed many examples, and then came up with some thumbnail sketch snazzy designs (yes, snazzy) of our own. We talked about different ways to print the pattern so that many tiny prints could work together collectively. We discussed rotating, brick, half-drop, and block patterns, and many students chose rotation. </div>
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Once the design was complete, we used cubical rubber erasers to create a printing plate. We made sure any lettering would be carved backwards, and sketched our design in pencil and then Sharpie on the eraser surface. Then we got to work with printmaking tools (students mostly employed the "V"), and carved our printing blocks. Color was added with regular Crayola markers, and I stressed to students to re-ink with each printing. Final designs were printed on 1" grid paper. </div>
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Students followed a simple step-by-step set of instructions to create the structure for their own buildings, and then got to work on exciting and unique patterns. Pencil lines were outlined with Sharpie, and then colored with colored pencil. </div>
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For a final step, students could add a bit of glitter in one or two spots. *I set up a "glitter station" that I can monitor so that they don't turn the artwork into a glittery mess. I let students apply the glue and choose a color and I do the glitter shaking. </div>
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tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-41701340863038708352014-06-09T18:14:00.001-07:002014-06-09T18:33:41.093-07:00The BEST artist!<div class="separator" style="clear: both;">
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Kindergarten students listened to the story <a href="http://www.amazon.com/Best-Artist-Ocean-Kevin-Sherry/dp/0803732554">"I'm the Best Artist in the Ocean"</a>, by Kevin Sherry. We then looked at photographs of giant squid, and then students created these colorful versions using a step-by-step method. They traced their pencil lines with oil pastels, and added some fun sea creatures in the background using colored oil pastels. Then students painted with tempera cakes. *They went a little nuts with this step, but I let it roll and they turned out amazingly!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvK2Oj1xnAWn1UIZZl063pSy2aIBf59ewFEvIp7DoTKp88cNS2d20Uam9BJl2uMXHkQq72AEICmiMjQIxRAEOlLSnG7kN7_rffh_DwdoEUOyBbYmWXmvE4A9XOs-Uw_H5eg8LIqSRLGQs/s640/blogger-image-502202944.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_NAC4PpF-uu2NHxigfQUCe_rG3qh0e9eqygkRyFB3ndxyujKrZgeY42s-AcGPdkXS3NBFOZ8-M_laeP4qZ9wMbTYluqLgCKbpECOSRQEyDUzyAXDXhBAQaKl_IPF7FUolRZWKaLSGkvI/s640/blogger-image-26456002.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_NAC4PpF-uu2NHxigfQUCe_rG3qh0e9eqygkRyFB3ndxyujKrZgeY42s-AcGPdkXS3NBFOZ8-M_laeP4qZ9wMbTYluqLgCKbpECOSRQEyDUzyAXDXhBAQaKl_IPF7FUolRZWKaLSGkvI/s400/blogger-image-26456002.jpg" width="400" /></a></div>
<img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvK2Oj1xnAWn1UIZZl063pSy2aIBf59ewFEvIp7DoTKp88cNS2d20Uam9BJl2uMXHkQq72AEICmiMjQIxRAEOlLSnG7kN7_rffh_DwdoEUOyBbYmWXmvE4A9XOs-Uw_H5eg8LIqSRLGQs/s400/blogger-image-502202944.jpg" width="400" /><br />
<img border="0" height="299" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh58ssecBZ9FZCQUxLyQKkJevd8Ww2gJOAg13b0bCPYHJlk61CK5bw_Mvcxu7rKYtYGRGlheJI59_idC_VZOY2-maYS7qPlXxiUeotzvqA40z24Vu1bWsBeofEvGv6czE1534CINXW5hTw/s400/blogger-image-346900993.jpg" width="400" />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-80494839516546396032014-06-09T16:49:00.001-07:002014-06-09T18:59:25.116-07:00Modigliani self portraits. <div class="separator" style="clear: both;">
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Modigliani is one of my favorite artists, so I get really excited each year to complete this project with fourth graders. I teach the students about Amedeo Modigliani first, and stress that it was his unhealthy lifestyle choices that lead to him having such a short life. They feel pretty grown up about the matter when I tell them that I wouldn't introduce this topic with younger students for that reason. </div>
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I found this lesson originally on <a href="http://www.artprojectsforkids.org/2012/08/modigliani-style-portrait.html">Art Projects for Kids</a>, which suggests that you fold the paper into quarters. This really helps the students map out the page, and it is easy for them to align the facial features and streeeetch the necks out. </div>
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I used gray paper to give a darkish undertone to the portraits. </div>
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Students:</div>
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1. Folded the paper into quarters and then unfolded. </div>
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2. Colored heavily in oil pastel. </div>
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3. Used yellow or white oil pastel to give a highlight "halo" around the head. </div>
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4. Heavily outlined EVERYTHING in black, and smear with one finger. </div>
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5. Signed last name in corner in black oil pastel ---- Modigliani style.</div>
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-55898965173964314562014-06-08T15:39:00.000-07:002014-06-08T15:39:32.844-07:00Blazing Banyan Tree. <div class="separator" style="clear: both; text-align: left;">
I found this phenomenal project in <a href="http://www.amazon.com/Dynamic-Projects-Children-Step-step/dp/1562903500?ie=UTF8&tag=artpapescisgl-20&link_code=btl&camp=213689&creative=392969">Dynamic Art Projects for Children</a>, which someone got me as a gift when I was in grad school. It is an extremely successful lesson!</div>
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I love how excited the fourth grade students get to learn about the The Great Banyan Tree in India. We discuss why the Banyan tree might be the national tree there, and how it symbolizes unity to them because they gather under the shade it provides. I also played them this video that basically blew their minds when they considered that what they were seeing was ALL ONE TREE!</div>
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tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-21574856231237231372014-06-08T15:28:00.001-07:002014-06-08T15:28:53.526-07:00Clay monsters. Fifth grade LOVED this project from the fall. It was 2 days for construction, 1 FULL day for glazing. I highlight full because there are so many details that we really needed the entire 50 minutes (and some students might have needed some lunch glazing, but they all got finished!). <div>
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tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-48571278604211901202014-06-08T15:18:00.001-07:002014-06-08T15:18:40.423-07:00Abstract fall landscapes. This is a very simple lesson that I found at <a href="http://www.artprojectsforkids.org/2012/11/chalk-pastel-fall-landscape.html">Art Projects for Kids.</a> I have done it a few years in a row and I find it a great lesson for early in the year. It only takes one class session, and the students love it and are generally very successful at it!<br />
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-3993343688456427872014-06-08T15:06:00.000-07:002014-06-08T15:07:05.466-07:00As long as your umbrella is pretty....<div class="separator" style="clear: both; text-align: center;">
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A controlled mess is a good mess. At least that philosophy worked when I had first grade students create early spring rain umbrellas out of painted paper like the lesson I found at <a href="http://useyourcolouredpencils.blogspot.com/2011/08/umbrella-ella-ella.html">Use Your Coloured Pencils</a>.<br />
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On day 1 students painted one 9" x 12" paper in cool colors and one in warm colors, and the students went nuts experimenting with various tools for texture and pattern (plastic cutlery, clay tools, an assortment of paintbrushes, etc).<br />
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On day 2 students cut their umbrellas and raindrops and collaged them onto gray paper, and added a big ol' <b>"J"</b> of a handle with black paper. These could brighten up any rainy day!<br />
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com1tag:blogger.com,1999:blog-5776567717613036672.post-77411588621891853292014-06-08T13:51:00.001-07:002014-06-08T14:11:40.695-07:00Matisse Matisse, we love you!<div>
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Second graders absolutely rocked a bunch of principles with these masterpieces inspired by Henri Matisse's <a href="http://www.henri-matisse.net/paintings/bga.html">"The Goldfish"</a>. First students discussed patterns found when you look at objects, both natural and man made, reeeaaaally close up. We then used these patterns as inspiration to make four of our own. Student employed one color of oil pastel in each section on a 12" x 18" paper, but they could use any <i>shade</i> of that color. (They mostly got that idea).<br />
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In week 2 we talked again about complementary colors (I describe it as how you might compliment a friend who has a trait that is very different. "Ava I love how your red hair is so different from my brown hair, and I am <i>complimenting</i> you about it"). Students then used complementary colors to paint the sections on their papers.<br />
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In week 3 we talked a bit more about Matisse, and looked closely at his painting. We talked about how even though he was painting pretty realistically, the way he painted the four corners kind of look like our pieces. We then drew cylinders, based on a short intro to 3D shapes, and filled them with water and fish and put them on tables. These were cut and glued in session 4, but we also moved on to a different project that day, because these almost third graders can do that part in a flash!<br />
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I know a lot of people do something similar, but I got my inspiration from the fab Kristin Kimmell, one of the best art teachers I know!</div>
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tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-76847737017996577742014-06-05T12:22:00.002-07:002014-06-05T12:22:50.622-07:00Castle and Sun!First grade students loved revisiting Paul Klee by studying the polygons (they are learning about those in the classrooms) that Klee used to build his castle in "Castle and Sun". Now I did base this lesson on something similar that I found online earlier this year, but I can't find it again, so please let me know if it is your brainchild.<br />
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First we used brown tempera paint on 12" x 18" 80 lb paper to build the outlines of larger shapes with sturdy rectangles of cardboard (I'd say I gave each student a 2" x 4" piece). Students gently stamped the edges of their cardboard so they didn't damage it. They then went into the larger shapes to divide into many smaller shapes. The finishing step this day was to add one circle (toilet paper tube) for a sun.<br />
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On day 2 (this took 2 50 minute class sessions) students used chalk pastel to color in their castles, suns, and skies. <br />
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<b>They are BEYOND BEAUTIFUL!!!</b></div>
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-5850724270389197882014-06-05T12:03:00.001-07:002014-06-05T12:03:44.896-07:00Hearts for all Seasons!Okay, okay, I did do these with Kindergarten students around Valentine's Day. But it got busy there for awhile and I am trying to play catch-up with some posts! <br />
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These are just good, old-fashioned toilet paper tube printmaking hearts on 12" x 18" paper. They loved it! I did experiment with a multi-media kinda thing with another class by having students, in class session 2, collage symmetrical heart onto this. For that they used newspaper, old sheet music, and assorted scraps of paper. Totally forgot to take photos, though!<br />
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-7368193160603937662014-06-05T11:50:00.001-07:002014-06-05T11:50:22.732-07:00Hands in Clay (in progress)!Here are a few of the hands during construction time. <br />
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I love them all piled up in the kiln when bone dry. Ready to be fired!</div>
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-39957475407911468862014-06-05T11:16:00.000-07:002014-06-05T11:16:02.811-07:00Hands in Clay!Fifth grade students discussed the use and significance of hands in artwork, and viewed artwork by artists such as Michaelangelo, Albrecht Durer, and M.C. Escher. <div>
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Students then created their own hands out of cone 05 white or red clay, beginning with the palm, and then adding the fingers. We let them dry in rings of twisted newspaper so that the fingers stayed elevated. We really concentrated on successful glazing with this project, and I think it definitely payed off. A lot of students wanted to give these as Mothers' or Fathers' Day gifts! </div>
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tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-46559947353295914422013-11-07T21:39:00.001-08:002013-11-08T08:27:00.932-08:00Ice cream!I introduced first graders, as a FIRST 1st grade project, to overlapping by reading Jack Prelutsky's poem <a href="http://www.poemhunter.com/poem/bleezer-s-ice-cream/">"Bleezer's Ice Cream"</a>. They loved this poem!<br />
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We talked about their favorite flavors, and then I demo-ed on the board. We discussed the notion of pattern, and how you could very simply create the cone pattern by following the lines of the upside-down triangle shape one way, and then reversing the lines to follow the other way. Overlapping lines made a diamond pattern!<br />
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I showed how you could draw one scoop overlapping another, and how you could illustrate that by erasing where the next scoop overlapped. We also discussed the patterns you could create by making toppings. We drew in pencil, outlined in Sharpie, and painted the background in tempera cake. Every one was amazing!<br />
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-5097766909466919402013-11-05T12:35:00.001-08:002013-11-05T13:11:20.648-08:00Pop Art Cows!Second grade students listened to the story <a href="http://www.amazon.com/The-Cow-Wouldnt-Come-Down/dp/0531054810">"The Cow Who Wouldn't Come Down"</a>, by Paul Brett Johnson, and discussed the cows unexpected and expected behaviors. This lead to a discussion of expected and unexpected cow colors, which is when I introduced pop art with Andy Warhol's brightly colored cows. <br />
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We then followed a step-by-step approach to cow-ing that I found at the <a href="http://www.thesmartteacher.com/exchange/resource/687/Pop-Art_Cow">SmArt Teacher</a>, and then modified for my purposes (i.e. my <i>students</i> modified!).<br />
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We drew in pencil, traced in black oil pastel, painted with tempera cakes, and then finally, with some classes, traced again (sloowly and carefully for a very bold outline) with black oil pastel. I decided after all was said and done that I like them better with the final tracing, but they look fabulous either way!<br />
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-91807382341281779002013-11-05T09:35:00.000-08:002013-11-05T09:35:30.536-08:00Picasso Hands and Flowers. I absolutely love Picasso's simple gesture drawings that he produced later in life, and I thought that second grade was an excellent age to focus on his "Hands Holding Flowers". <br />
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We talked about how a hand would look when holding something like flower stems, and drew a simple contour drawing of a hand in pencil, and then traced in sharpie. Flower stems and blossoms were painted without any pencil planning. Simple, and beautiful!<br />
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I saw a lot of projects that were nearly identical to this one so I apologize if it seems like I'm a non-credit-giving project theif, but I just can't remember from where I was originally inspired!tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-41786284383755516892013-11-05T09:08:00.002-08:002013-11-05T09:36:01.337-08:00Blue Dog!I got the original idea for a Blue Dog lesson for third graders from <a href="http://www.deepspacesparkle.com/2012/03/07/george-rodrigues-blue-dog-art-lesson/">Deep Space Sparkle</a>, although I have to say there were many, many inspiring George Rodrigue art lessons in the blog world that motivated me. <br />
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I first showed students a clip from <a href="http://www.youtube.com/watch?v=qp_UhYOhulA">CBS Sunday Morning </a>that gave an excellent description of the life and art of George Rodrigue. Then we referred directly to Rodrigue's <a href="http://georgerodrigue.com/">website</a> to see a variety of Blue Dogs (and Red Dogs, Pink Dogs, etc.). <br />
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I showed students step-by-step how to draw blue dog, starting with a circle for the head, a squiggle for the top of the snout, which then leads to a "wobbly vase shape" for the rest of the snout (which I also draw separately on the board to help them understand). I do all of Blue Dog at once and then set them free. I have found that Grade 3 is too advanced to follow me with each step, and they do a great job, as you can see from the photos!! They blow me away each year with how creative they are with accessories and settings (I tell them to keep accessories to 3 max, and settings SIMPLE). I find that this is the project that parents tell me the most frequently that they frame.<br />
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tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-79304269029873845872013-11-05T07:44:00.001-08:002013-11-05T07:44:27.055-08:00Watercolor Pumpkins!I found this fantastic third-grade pumpkin lesson on <a href="http://paintedpaperintheartroom.blogspot.com/2012/11/branching-trees.html">Painted Paper</a> (I actually found it on <a href="http://www.pinterest.com/pin/49187820903685169/">Pinterest</a>). I introduced the project by talking about extreme pumpkin ideas. I made a Powerpoint of some seriously incredible jack-o-lanterns, as well as of the some of the largest recorded pumpkins on record (the largest was over 1,800 pounds!). I then showed them a video clip from National Geographic about <a href="http://video.nationalgeographic.com/video/places/culture-places/sports/us_catapultpumpkins/">Punkin Chunkin</a>, which they loved. We even looked at some photos of pumpkin field landscapes.<br />
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Next, we began in pencil by drawing a horizon line, with a setting sun. Our tree (or trees; I told them no more than 2) started with kind of backwards parentheses like this: )(, and then filled in with a curvy V shape to create the foundation for the branches, with lots of Y's added on. My art room is on the third floor so I told the kids to look outside to see how high the branches reach (past our windows), because students have a tendency to make sort little branches. <br />
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We discussed how pumpkin lines do not go straight up and down like bars on a jail cell, but follow the natural curve of the pumpkin. Students began in pencil with the pumpkins, but quickly moved on to doing them in Sharpie directly. I always tell them that they will never notice one tiny mistake! Students filled in their fields as much as possible. <br />
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We did the color in liquid watercolor (MY NEW FAVORITE MATERIAL!). I encouraged them to experiment with the techniques of wet-on-wet, where they would drip one sky color on another to help with their sunsets. Every resulting project was <b>beautiful</b>!!<br />
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<br />tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-57729323704576721292013-11-05T07:22:00.002-08:002013-11-05T07:44:58.386-08:00Zentangle Hands!I started off the year with fourth graders in a Zentangle frenzy. Last year I did this project closer to the middle, but I got a new art room this year and there were no tables, so being the flexible art teaching acrobat that I am, haha, I decided that Sharpies and 80 lb. paper were enough materials for students sprawled on the floor (although I then went with Kindergarteners and paint, but more on that later). <br />
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I showed some Zentangle videos from youtube (kids love the betweed pattern <a href="http://www.youtube.com/watch?v=6h0XuK95omE">http://www.youtube.com/watch?v=6h0XuK95omE</a>), and printed out a packet of sample patterns. I stressed the notion that "ANYTHING CAN BE A PATTERN". I once had a student do each section in the repeated name of a NJ town. If a student is stumped, I hint for them to think of things that they like (slices of pizza, baseballs). Anything can be a pattern!!</div>
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I always encourage students to overlap hands and have hands or parts of hands going off the page. This is a built-in extension because certain students (you know who they are!) will definitely say they are done after half a class session, and others will take 3 classes and still say they need more time. </div>
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I will post more examples soon...</div>
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tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-78599767186596525402012-02-07T10:03:00.000-08:002013-11-05T09:37:10.327-08:00A little Klee in action...<div class="separator" style="clear: both; text-align: center;">
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tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-55835684846248622312012-02-07T09:51:00.000-08:002012-02-07T09:51:57.547-08:00Paul Klee!I am so thrilled with the Paul Klee "Head of Man" project that I found on <a href="http://www.artprojectsforkids.org/2010/07/oil-pastel-klee-portrait.html">Art Projects for Kids</a>. (As I am pretty much all of her projects). I had already completed a Marc Chagall project [stay tuned for photos...] with my second graders, and they were hungry for more surreal art! <br />
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I made the circle stencils for my kids out of cardstock, and had them trace them about halfway ("a little more than halfway") up the page (vertically). For the eyes I did a dot in the very center, and then one on each side of the head, so that they are nice and even. Then two "hops" for the tops, and two "skips" for the bottoms, and circles for pupils. I had them connect any two squares or rectangles for the mouths. <br />
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For the neck I made sure to demonstrate what is "too skinny". And then straight out to the side for one nice square shoulder, and straight out to the other side to complete the figure. The lines were 5 for the head, and 5 for the body. <br />
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Everything was traced in Sharpie marker, and then colored with oil pastel. No colors should touch on the inside of the head and body, and the background should be two analogous colors (we discussed this with a color wheel). <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlQl7Y7FIgZIozRTRxe3gtylOxdp_jUjJRWxzTeguIbw790pKHl6pcyzalvE6lD3orPdHj1D07WxhUwzOjEsvAHWg1fJ3XudwkSd_vnmZOsswalILQgBgELiPe_xA0ZTgTrDYX66A1wYI/s1600/Klee7.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" sda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlQl7Y7FIgZIozRTRxe3gtylOxdp_jUjJRWxzTeguIbw790pKHl6pcyzalvE6lD3orPdHj1D07WxhUwzOjEsvAHWg1fJ3XudwkSd_vnmZOsswalILQgBgELiPe_xA0ZTgTrDYX66A1wYI/s320/Klee7.JPG" width="239" /></a></div>tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0tag:blogger.com,1999:blog-5776567717613036672.post-87433378206154161592012-01-18T14:21:00.000-08:002012-01-18T14:21:47.996-08:00Protractor Crazy!As it is my first year teaching, there have been several projects that I have facilitated with 2 different grade levels, to see which works best. I really want my students to enjoy what they are doing, and I am finding that students are most enthusiastic when I strike the perfect balance between challenge and success (I guess this might seem obvious, but again, its my first year guys!). <br />
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One of the assignments that I did this with was my Frank Stella inspired protractor project, based on (Ta-Da!) Stella's own <a href="https://www.google.com/search?q=frank+stella+protractor+series&hl=en&prmd=imvnso&tbm=isch&tbo=u&source=univ&sa=X&ei=lUQXT8uTO6b50gGG7Jj7Ag&sqi=2&ved=0CDYQsAQ&biw=1024&bih=566">Protractor Series</a>. We discussed Stella's life and works, deliberating the notions of abstract vs. realistic art, as well as organic versus geometric composition. <br />
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I am so thrilled with how stunning were their results! <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2GmFy2mbVU_i0eK1eIufmWV21Z_NqHdMLQLTYch3hwWcA2ffSVbO5fhxCVhYMpbXBuGSP7U9QWEnjzavl27JpolsxshgXr5xeRnenb1Z5EJIVcqCPvUw_IYx4MX31Cdpi16d9ELSi8ac/s1600/youarebeautiful.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" kba="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2GmFy2mbVU_i0eK1eIufmWV21Z_NqHdMLQLTYch3hwWcA2ffSVbO5fhxCVhYMpbXBuGSP7U9QWEnjzavl27JpolsxshgXr5xeRnenb1Z5EJIVcqCPvUw_IYx4MX31Cdpi16d9ELSi8ac/s320/youarebeautiful.JPG" width="238" /></a></div>My Fifth graders and I discussed the differences between street art and graffiti, and deliberated the moral implications regarding the surreptitious creation of art on someone else's property. We decided the best idea was to ask for permission!tovias8http://www.blogger.com/profile/13553410719769563076noreply@blogger.com0