Cezanne Apples on a Plate

 Fifth Grade Art Lesson

3 Class Periods

(45 minutes each)

Cezanne Apples on a Plate, Fifth Grade Art Lesson

About the Artist:

Paul Cezanne was born in France on January 19th, 1839.  Cezanne's artwork is best known for its strong designs, color and interesting compositions.  The artist passed away at the age of 67 in France after becoming ill from getting caught in a storm while painting outside.  The year was 1906.  Cezanne often says this about his work and painting in general, "We must not paint what we think we see, but what we see."

I share the following video clips with my students to help provide additional information about the artist.

Cezanne Biography

Still Life With Apples and Peaches

Day 1:

After learning about the artist, students are given a 12 x 12 piece of paper.  We begin by setting up the composition.  For the plate, you could have students free hand a large circle or you could have them trace a paper plate or ice cream lid to get a large enough circle.  

Draw the circle near the center of the paper for the plate.

Next, students are shown how to draw apples on the plate (I recommend 3 or 4 apples) and encourage them to draw an additional apple off the plate.  We use the size of our fist as our reference to the size of the circles we would like to draw.

The background is divided in half and two different patterns are placed in the background.  We discuss how Cezanne often uses cloth in his still life paintings.  The two different patterns represent two different types of cloth.

If there is still time remaining, I begin to discuss with the students how to paint the apples.  To create red apples, I have students paint their circle shapes orange first with watercolor paint.  Then on one edge of the circle they go over the orange with red paint.  The two colors will blend together and the orange color that remains will look like a highlight.  To paint green apples, paint the circle shapes yellow first.  Then on one edge of the circle go over the yellow with green paint.  Again, the colors will blend and the remaining yellow will look like a highlight on the apple.

Example of how to paint the apples.

Day 2:

During the second class period, I demonstrate to students how to paint the plate.  I show students how to create an opaque color from the watercolor paint.  Using blue paint, we paint a very opaque line that follows half of the curve of each apple.  Next, using only water on our brush, we smear this opaque blue line to paint the rest of the plate.  I remind students not to smear the dark line completely away, for we want this to look like a shadow beneath each apple.

Paint a dark blue line around half of the curve of the apple to create the shadows on the plate and beneath each apple.

Using only water, smear the dark line to paint the rest of the plate.

For the rest of the class, students are allowed to paint the background any colors they wish.

 Day 3:

On the last day of this lesson, students use liquid black tempera to outline a bold black line over the objects and details in their composition.

Student Examples:

Love Monster

 Kindergarten Art Lesson

1 class period (50 minutes)

Love Monster, Kindergarten Art Lesson

I begin this lesson by reading the story Love Monster by Rachel Bright to the students.  As I read the story, I have them pay close attention to what Love Monster looks like.  After the story is read, we discuss what Love Monster the things they noticed.

Step 1:  Drawing Love Monster

I have construction paper cut in 12 x 12 inch pieces in various colors (red, blue, orange, green, violet, etc.). Students choose the color they would like their Love Monster to be.

I demonstrate to students how to draw a large arc on their paper using their pencil. Two pointy triangle ears are added.  I have students erase where the ears and the arc connect.  

For this next step, I use a circle stencil to help create the eyes.  I find a Pringle's chip lid works perfect for this.

When we draw the mouth, I give students a choice of happy, sad or a serious face.  Teeth are added to the mouth.  I try to encourage students to draw large, since we will be painting the teeth.

Now for the last detail:  Love Monster's heart.  Using a pink or red oil pastel, we color in the heart.  The heart is then outlined with a black oil pastel.

Step 2:  Painting the white areas.

Using white liquid tempera paint, I demonstrate to students how to hold their brush to have more control as they paint.  I show them how to paint the eyes and teeth white.

When most of the students are done, share the following video Love Monster and The Last Chocolate with them or read another Love Monster Story to the class.  This will allow the white paint a bit of time to dry.  You could also divide this project into a two day lesson.  

Step 3:  Outlining with black paint and creating hair.

Using black liquid tempera paint, I demonstrate to students how to outline their Love Monster to make him pop out more on the paper.  We also add a pupil in the each eye and eyebrows.

Taking a tiny piece of mat board, I show students how to dip the edge of the card into the paint and stamp it on their paper to create the hair.

What I love the most about this project, is that the students all receive the same instruction, but each monster that is created has such unique personalities.  LOVE IT!

Student Examples:

Autumn Zentangle Landscapes

 Third Grade 

2 Class Periods

50 minutes per class

Autumn Zentangle Landscapes, Third Grade Art Lesson

Day 1:

We begin this lesson with a discussion on the parts of a landscape.  I created a powerpoint that identifies the parts of a landscape (foreground, middle ground, background, and horizon line).  After going through the parts, I call students up to the board to identify the parts on several landscape images that I have selected to practice on.  Once, I feel students are ready we begin our project.

I have various colors of 12 x 12 inch construction paper cut for this lesson in shades and tints of blue and gray.  Colors that would make good sky colors.  I also have several colors of construction paper in shade and tints of greens and brown cut in 4 x 12 inch pieces for the ground.  Students pick one sky paper and one ground paper of their choice.  They can cut the horizon line on their 4 x 12 inch paper into rolling hills if they do not want the horizon line to be a straight line.  Glue the foreground paper (4 x 12 inch paper) to the background paper (12 x 12 inch paper).

Next, I give students scraps of white and yellow paper to create clouds, a sun or a moon.  This is an optional step.  Students may add just clouds, or just a sun or moon, or all the above.  They may also, leave their sky empty.  I have them glue these objects to the top of their paper.  These items are in the background of the composition.

I have various square and rectangle shapes of construction paper cut in autumn tree colors: reds, yellows, oranges, greens, browns.  I demonstrate to students how to change the shape of these squares to represent different tree shapes.  Students are instruction to cut and glue 6 to 7 shapes to the middle ground of the composition to represent the treetops.  Students are shown how to overlap and are encouraged to even go off their paper.  

Day 2:

Before we start the second part of this lesson we do a quick review on the parts of a landscape and the steps we did in the previous class.  Students are then shown how to create tree trunks for each tree created the class period before.  We used a sharpie marker for this step.  I remind students that the trees that are in the foreground need a longer trunk than the trees in the middle ground and background.

I share with students the beginning part of this Zentangle YouTube link.  It is short, but it gives a nice introduction on Zentangles.  Zentangles.  I then share with students some examples on creating Zentangles.  I created a handout with possible Zentangle designs to give them a head start in their creations and to help students that seem stuck.  I tell them the handout is just a reference.  They are free to create their own Zentangles or combine some of the Zentangles on the handout in new and exciting ways.  BE CREATIVE!

Student Examples: