Bike Drawings

Complimentary Color Bike Drawings

In order to help our students be better prepared for their auditions to the Visual Arts Department at Suitland High School, one of the projects our Art 3 work on is drawing a Bike from observation.  

For this Bike drawing the students were using a complimentary color scheme to create the shadows and highlights on their portion of the bike.

Complimentary colors are colors that are across from each other of the color wheel.

The students practiced and sketched numerous times before decided upon an angle of the bike and the complementary color scheme that they wanted to use.

Below are some student examples of their complementary color bike drawings.

Kindergarten Robots

What do we need to make a Robot?

For this project the students are continuing to improve upon their shape and size recognition.

The students were directed to draw a robot using a variety of shapes.  We used squares/rectangles for the head, body, and arms.  The students could use triangles of the hands and buttons.  They were directed to use circles for the eyes, buttons, and wheels/feet.

The students did a great job at recognizing their different shapes and organizing them to create a robot.  Below are some adorable student examples of their robots.

Color Mixing

1st Grade- Mixed Up Mice

In first grade one of our more popular projects is our color mixing unit.  Last year the students created color chicks and this year we have created Mixed Up Mice.

The main focus for this project is to learn how to use our primary colors (red, yellow, blue) to create the secondary colors (orange, purple, green).

We began by reading the book Mouse Paints by Ellen Stoll Walsh.  This book tells the story of 3 little mice who climb 3 colorful jars of paint (yellow, red, and blue).  As the little mice climb out of the jars of paint and begin to step into different colored puddles of paint they soon realize they can create new colors when they mix 2 colors together.  

As we read the book the students completed the color addition worksheet, seen below.  

The students then participated in a directed drawing where we used different letters, shapes, and lines to draw 6 mice on a narrow piece of paper.

Student examples are shown below.

The students used a technique called marker painting to create their primary and secondary colors.  Strips of primary colors were drawn on each mouse to help the students with color mixing and painting.  
For more information about marker painting please contact me.

Watercolor Technique

Art 2's Watercolor Techniques 

For our second quarter project the Art 2's are working on a watercolor landscape.  In order to prepare the students to use this new material the students practicing using the watercolors 8 different ways.

We began by looking at the Crayola website that describes the different ways/techniques for using watercolor paints.  If you want to take a look at the website the link is listed below.

http://www.crayola.com/things-to-do/how-to-landing/watercolors.aspx

The Techniques Practiced Are:

Color Saturation
Wash of Color
Overlay
Wet vs. Dry
Salt Sprinkles
Plastic Wrap
Crayon Resist
Color Pencil Resist

The students had a great time experimenting and practicing with this new material.

Below are some of the student examples of working with different watercolor techniques.

Realistic Self Portraits

5th Grade Self Portraits 

During the first quarter in both Visual Arts and Health the fifth grade classes focus on positive self images.  Our first project included the students creating a profile portrait that was made up of 10 positive characteristics, selected by each student. For our second portrait the students were focusing on drawing realistic self portraits.

For Day 1 of this project the students watched the first 2 and 1/2 minutes of a youtube video that showed the students how the different parts of the face were measured and related to each other. To see the video click on the link below.
http://www.youtube.com/watch?v=WROSZ6803cE

Then using the worksheet below, we learned how to correctly draw the different proportions of the human face.

On Day 2 of our project we practiced making a skin tone that was similar to our own.  The students drew 5 circles on their papers and using different combinations of 2-3 markers they experimented making a skin tone that was similar to their own. Once they have filled their circles with the different marker combos, the students used a small amount of water to blend the different markers together. 

Teacher's Exemplars

Teacher's Exemplars on how to color in and paint the final drafts.

EXAMPLES OF STUDENTS COMPLETED PORTRAITS ARE COMING SOON!

2nd Grade Landscapes

Jug Bay Natural Area in PG County

2nd Grade's Landscapes

We are continuing with our study of the artist Vincent Van Gogh and his many wonderful works of art.  For this project we were looking at examples of some of his many landscapes.  

We learned that landscapes are paintings or drawings of things found in nature; for example trees, hills, fields, and lakes. We also learned that there are 3 sections in a landscape. There is a foreground, a mid-ground, and a background.

The grass in the foreground is larger than anything else in the landscape because it is closer to us.  The wagon and person in the mid-ground are medium sized objects; they are not as close to us as the items in the foreground so they need to be smaller, to show that they are further away.  The items in the background such as the mountains and houses are drawn very small because they are very far away from us, and the way to show that they are far away is to draw the mountains and trees smaller than the people in the mid-ground and the grass in the foreground.  

For our landscape the students looked at 2 pictures from a local natural reserve in Prince George's County called Jug Bay.

They were able to pick which picture they wanted to base their landscape off of.  We first drew out the items in our landscape in pencil. Then using markers we added patterns to the different areas in our landscape (example short lines of dark and light green in the grass areas).

Once all areas were filled with patterns, the students used a small amount of water to blend their markers together to get a painted effect on their landscapes similar to Vincent Van Gogh.
Take a look at the wonderful examples of students' artwork below.

Once completed with their landscapes the students filled out a worksheet that asked them to identify what elements of their landscape were in the foreground, mid-ground, and background of their landscapes.

4th Grade Landscapes

Warm vs. Cool Color Landscapes

Our landscape project this year, included a lot of review.  We reviewed our colors (primary, secondary, warm and cool), shapes, the elements of a landscape, and the Element of Art Texure. The fourth graders were also introduced to a new artist this year David Hockney and his artwork Mulholland Drive: The Road to the Studio.

We started off by looking at our Landscapes powerpoint and the students took notes as we went along. 

The worksheet the students used as we went through the powerpoint.

They then had to plan out their warm and cool colored landscape, using their pre-planing worksheets.

Below are some student examples of their landscape plans.  

"Headless" Self-Portraits

Preview of Art 2's Headless Self Portraits

For this year's drawing quarter, I wanted the students to focus on creating a self portrait.  However, instead of creating another frontal view drawing of their faces, I wanted the students to create a more abstracted idea of a self portrait. 

For this project we were focusing on the element of art-value and the principle of design-emphasis.

The students were required to bring in 2 objects that represented themselves and their personalities; they must be able to interact with these objects in order for a photo to be taken of the students and their objects.  

We had a range of objects brought in everywhere from soccer balls to polished rocks found during a family trip, the students were very eager to get started.  

Last year the students use a grid to help them draw their portraits, this year I wanted the students to try to see the correct proportions without the assistance of a grid or guidelines.  

Here are some sneak peaks at what our students have been working on. 

The students are about halfway through this project.
One of their 2 objects will be colored in to create emphasis.

Van Gogh's Sunflowers

2nd Grade's 

Van Gogh's Sunflowers

In second grade we have been studying the artwork of Vincent Van Gogh.  More specifically for this project we have been looking at his paintings of sunflowers.  We began with a class discussion on the different colors and shapes we saw in his paintings. The list our classes came up with is below.  

Yellow             Circles

Red                  Rectangles 

Orange            Squares

Green              Ovals

Brown             Triangles

                        Crescent or Moon Shapes

Once we determined what shapes were needed to create our flowers, the students began to participate in a directed drawing.  

We started out by using our hand to get us the size and shape needed for the centers of our sunflowers.  The students were to have two sunflowers on our drawings (1 full flower and half a sunflower).  They were then to use triangles, crescents, ovals, and circles to create the petals for their sunflowers.  Then they used a long skinny rectangles to create the stems for their sunflowers.

The students were able to get such vibrate colors and great texture!!!

Positive Profile Portraits

5th Grade Positive Profile Portraits

In fifth grade one of the topics covered in Health class is a positive self-image. In trying to make that cross-curriculum jump, I wanted the fifth grade students to create Positive Profile Portraits.

They started out by choosing 10 positive character traits they felt matched their personalities. As the students were writing their 10 character traits and their definitions I called the students up to have the outline of their profiles traced.  After their outlines were traced, the students wrote their name and their 10 selected character traits on the outline of their profile (first in pencil, then again in marker).

Top 2 faces are pencil only outlines, bottom 2 are completed outlines in marker.
Top center piece are student examples of watercolor practice.

We are painting in our Positive Profile Portraits using watercolors in Analogous color scheme combinations.  The students practiced creating even washes and dark color outlines in watercolor before they could begin to paint their portraits.
The students are painting their portraits using 3 colors. The lightest color will be their background color, the mid-tone will become the base for their face, and their darkest color will become a bold outline to emphasize the profile of their faces.

More student examples to come!!

Small Medium & Large Shapes

Shapes and Shape Bugs

After being introduced to the Art Room rules and procedures, the first two projects I like to do are based around basic shapes and sizes.  With these projects I am introducing the Kindergarteners to basic concepts that we will not only be using and re-visting throughout this school year, as the students continue to venture down their artistic paths.

The first part of the project involved a group game where the students help to sort out a variety of shapes into the correct size categories.

Our Sorting Game-The students were able to walk up to the
SMART Board and drag the different shapes into the correct categories.

Part 2 of our Small, Medium, and Large project series involved the students picking from a pile of shapes on their tables.  These piles were made up of small, medium, and large triangles, squares, and rectangles.  The students had to select a small, medium, and large shape from the pile and then glue those 3 shapes down in order of smallest to largest.

The final stage of our Small, Medium, and Large lesson had students create a Shape Bug using small, medium, and large shapes.  We viewed a PowerPoint, that showed the students how our Shape Bug was created. The students drew along with the slides as our Shape Bug started out as a medium circle and grew to 4 medium circles with small shapes attached to it.

Here are some examples of the great Shape Bugs the students created.

Tech Art Stage Types

STAGE TYPES

& 

STAGE LINGO

This year's Tech Theatre class is focusing a great deal on theatre theory, as well as designing concepts for our upcoming school drama production.

One of the first topics the students learned about were the variety of stages and performance areas there are to act on.  

The 4 types of stages we learned about.

The students took notes off a Powerpoint and viewed a youtube video hosted by Krista Price that described the different types and uses for the performance spaces. 

(if interested in viewing the video copy the link below into your browser)

http://www.youtube.com/watch?v=L99g_Wg5Gh8&list=TLl6H9vFFaaSS-BPBIruvXWTeqkeuIyX5w

Today we went over the basic theatre terms and acting areas.

Rigging 

Batten

GOBO

Scrim

Cyclorama (CYC)

Taveler 

We have covered a lot this week and all this information will help the students design their floorplans next week.

Color Pencil Technique

Art Majors Experimenting w/ Color Pencils

The students' (both Art 2's and Art 3's) next project involves using color pencils to create points of emphasis or contrast in their drawings.  

There are 8 color pencil techniques the students tried out today.

1.Pressure Variations

2.Stippling

3.Cross Hatching

4.Layering

5.Pencil Tip Side

6.Color Changer

7.Impressed Line

8.Pencil Resist

For more information about Color Pencil techniques or if you want to try these techniques out on your own, check out the Crayola Website for full descriptions and steps.

Paste the link below into your URL bar and enjoy!

http://www.crayola.com/things-to-do/how-to-landing/colored-pencils.aspx 

5th Grade Collaboration Art

Semi-Circle Art

At the beginning of the year I like to do a collaboration artwork that allows me to asses each students' skill level, their ability to follow directions, and how well the students work together to create art work.

For this collaboration art project each student worked on an individual piece that was then combined with the artwork of others in the class.

The students were given a semi-circle template to decorate.  

The directions on the template told them write their names; to fill the space around their names using patterns and symbols that represented what each student did over the summer; and once they drew their designs in pencil to use marker to color in their art work.

Check out the beautiful collaboration artwork below and look for your student's artwork.

4 examples of students who did a great job at filling the space
and working with the markers.

Top Row is Mrs. Harris' Class
Middle Row is Mrs. Herron's Class
Bottom Row is Mrs. Fox's Class

If you get a chance to stop by our school, their lovely artwork is hanging above their lockers.

Art 2's and Art 3's Collaboration Art

Starry Night Collaboration

At the beginning of the year I like to do a collaboration artwork that allows me to asses each students' skill level, their ability to follow directions, and how well the students work together to create a large scale work of art.

For this collaboration art project each student worked on reproducing 4 small 1 inch squares, of a famous work of art, on a larger 6 inch square.

They went from one small square with a lot detail and imagery,
to a blank square that was 6 times larger than what they started with!!!

Their guidelines: Draw the 1 inch square as you see it.
Use correct proportion as you recreate it.
Color with only the colors you see in your square.

The students were given oil pastels and a short demonstration on how to use this new material before they got to work.

It took roughly 3 1/2 classes for the students to finish all their required pieces.

As some students were finishing up their squares, others quickly got to work at assembling it all together.

Some worked on the student created image,
while a few others work to reassemble the original photo.

Once it was completed and fully assembled the students were shocked at how different everyone's pieces looked together.  It surprised them that even though they were all looking at the same picture, each student perceived the Van Gogh's style and colors differently.
My advice to them was to embrace that each student is a unique and individual artist, strive to create the best works of art you are capable of, and don't compare your artwork to others', everyone's is suppose to be different and use their own style.

Their Finished Starry Night Collaboration!!!

  

Art Room Finalized!!

Last school year when I came to TGP my classroom was a hot mess, it had been used as a storage room for old furniture once the pervious art teacher had left.  There were art projects, materials, and their storage containers that were older than most of our kindergarteners.  After a much needed scrub down and a whirlwind of a first year, I was able to work over the summer and set up a classroom that would (I think) better suit the students and myself.

There it is! An actual ART Room! 

The elements of art are painted along the wall above the windows.  The principles of design are posted above the SMART board.  The table legs are all painted for table groups. All classroom management posters (rules, expectations, guidelines, etc.) are posted. And there is a student center in the far left corner of the room (for indoor recess and early finishers).  Okay, 2013-2014 school year I am ready for you!

Multiple Views of the room.
Look at the purple and yellow tables!
Those are such great colors!

My door way.  This part still needs a little more work...
More to come after the first week of school!

 The ART Room is done.

(for the most part) 

Art Majors Working on our Snow Plow Design

The Final Design being picked up by the snow plow.

Silly Face Pumpkins

In kindergarten we were working on creating silly face pumpkins that show different emotions. By the end of the assignment the students will have learned how to hold a paintbrush, paint in one direction, how to place their artwork on a drying rack, how to properly hold a pair of scissors, how to cut along a line, and how to glue down their artwork using dots of glue.

We began by reading the book Today I Feel Silly and other moods that make my day by Jamie Lee Curtis.

The students then painted 2 pieces of paper, one green and one orange.  Then once it was dry the students were to draw triangles on the green paper to make grass.  On the orange paper the students were to draw a large circle to make a pumpkin.  They then began to cut their shapes out to create their Silly Face Pumpkins.

Their finished work.  The students worked on properly cutting along a line as well as using a small amount of glue to attach their pieces to a background page.