Little Owl's Orange Scarf

I stumbled across this idea on Pinterest and must say that I absolutely love it.  Here is a new spin on my Little Clay Owl Lesson.  Original lesson and steps can be found on attached link.

Little Clay Owl, Kindergarten Art Lesson

We begin this lesson the very same way as directed by the link mentioned above.  On the second day of this project, after pieces have been fired in the kiln, I start off the class period by reading the book Little Owl's Orange Scarf by Tatyana Feeney.  Students then paint their sculptures using tempera paint cakes.  After painting is completed I ask the students if they want an orange or blue scarf.  This is then attached to the sculpture.  I spray the sculptures with an gloss varnish sealer and then hot glue a pair of wiggly eyes to each owl. 

I think they just turned out darling!

Student Examples:

 

 

Irregular Polygons

Third Grade Art Lesson
3 Class Periods

Irregular Polygons, Third Grade Art Lesson

Lesson Introduction: 

Artist Frank Stella.

For this lesson we discussed artist Frank Stella.  Frank Stella was born in Massachusetts on May 12, 1936.  He is still alive today and lives in New York.  He is known for his paintings, printmaking and sculptures.  He works with simplified abstract design.  The pieces that we looked at in great detail for this lesson are his irregular polygon compositions.

A photograph of myself next to a Frank Stella Irregular Polygon at the Milwaukee Art Museum.

Day 1:
We began this lesson by discussing the difference between a polygon and an irregular polygon shape.  Students were instructed that they would be combing 4 to 5 polygons to create their very own irregular polygon shape.  Students used rulers, protractor and compasses to help them with this task.  CRAFTSMANSHIP was highly stressed.  Part of the reason Stella's artwork is so fascinating is due to his crisp clean lines in his masterpieces.

Once compositions were drawn out, small striping details were placed within the shapes using a ruler to build interest.  This can be over done, so advise cautious to students when they start incorporating these details.

Pieces were then carefully outlined with a sharpie marker.

Day 2:
On the second day of this lesson, students use colored pencils to color in their irregular polygons.  Students are shown how to overlap colors to deepen the hue.  Tips on blending are also introduced.  Once again craftsmanship is stressed.

Day 3:
Using a scissors, students cut out their irregular polygons.  I have them do a close bubble cut around the shape.  The piece is then glued to a black piece of construction paper.  I have students bubble cut once again around the composition.  If students need to finish coloring, they continue to do so after cutting and gluing.  All pieces are labeled with name on the back and then handed in.

Student Examples:

Surreal Rooms Inspired by Magritte

5th Grade Art Lesson
3 to 4 days

Surreal Rooms Inspired by Magritte, Fifth Grade Art Lesson

About the Artist:

Artist Rene Magritte.

Rene Magritte was born November 21, 1898 in Belgium.  He died August 15th, 1967.  He was only 68 years old.  He best know for his Surreal paintings that are often described as strange and dream-like.

Personal Values by Rene Magritte. 
Inspiration for our art lesson.

Day 1:
On the first day of this lesson, students watch a short YouTube clip on the life and work of artist Rene Magritte.  After the video we discussed the idea of Surrealism and how the artist used it within his artwork.

After the video, we began the process of creating a room using 1-point perspective.  On a 12 x 12 inch piece of paper, I have students begin by tracing a square template that I created out of cardboard in the center of their paper.  After the square is in place, students used a ruler to draw a line from the corner of each square to the corner of the paper.

We begin the back wall first.  I have students use their rulers and imagination to start placing doors, windows, fireplaces, etc. on the back wall.

Student working on the back wall of their composition.

Day 2:

On the second day of this lesson I have students draw very lightly a vanishing point on the back wall.  I used the class period to demonstrate how to create windows and doors on the side walls using the vanishing point.  After allowing students to try this on their own for part of class, I demonstrate some different options for floor and ceiling, such as how to create tile or hard wood floors.

Student working on drawing floor of their composition.

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Day 3:
Students use this class period to finish adding any windows, doors, etc.  Everything is then outlined with a sharpie marker.  Students then use crayons, markers and colored pencils to color in their compositions.  I also allow students to use rubbing plates to create different surface textures.  CRAFTSMANSHIP is heavily stressed.

Day 4:
Discussion of surrealism is reviewed.  Students are given numerous magazines to cut from.  They are encouraged to find images that will make their pieces have a surrealistic feel.  I stress that the images should try to tell some type of story.  They should not just be randomly glued on.  Emphasis is placed on careful cutting and placement of the images.

Examples of Student Work:

Britto Monochromatic Pumpkins

2nd Grade
2 Class Periods

Britto Monochromatic Pumpkins, 2nd Grade Art Lesson

*This lesson idea was discovered on Deep Space Sparkle.  I thought I would give it a try this year.  I do love the results, but maybe next year instead of doing a monochromatic theme I may have students paint with the bright colors that he uses throughout his artwork to make it relate more to the artist being studied.

Romero Britto was born in Brazil on October 6, 1963.  He is considered a Pop Artist.  His artwork is well known for their bold outlines, bright colors and whimsical patterns.

Romero Britto

Heart Kids by Romero Britto.

Day 1:

Students began day one of this lesson by drawing a pumpkin together as a class on a piece of 9 x 12 inch orange paper.  (I had various tints and shades of orange paper cut for students to choose from).  After the pumpkin was in place, we divided up the background of the composition using a ruler.  In one of the spaces I instructed the students to place diagonal lines, in another space vertical or horizontal lines and in a third space a zig zag line.

Breaking up background space with a ruler.

Compositions were then outlined with a sharpie marker.

As students were outlining their compositions, I set up palettes of liquid tempera paint that contained orange, yellow, red, brown and white paint.

Students were shown how to create tints and shade of orange with the paint on their palette to create a monochromatic color scheme. Students used the remaining minutes of class to start painting the tints and shades in their composition.  I encouraged students to leave some of the paper showing since it was also orange.

Painting monochromatic scheme.

Day 2:

On the second day of class I had several painting stations set up in the class room.  

The first station contained the same colors of paint that we used on the first day for students to continue painting in areas to create that monochromatic scheme.  (Some of my students needed more time to complete this from the previous class period).

The second station had a palette that contained orange, yellow, white, brown and red.  Students were instructed NOT to mix these colors.  They used these colors to paint in patterns and designs inspired by Romero Britto.  I allowed them to paint in areas with white as well.

Adding patterns with paint.

The third station was set up with black paint.  Students used the black paint and a very tiny brush to outline all the areas where they originally placed sharpie marker.  Students were given tips on how to hold their brush and how now to smudge their lines.  I also, allowed students to paint in areas with black or create patterns with the black paint as well.

Examples of Student Work: