Tag Archives: pattern

5th Grade Projects

Flowing Line – Op Art

Art with Mr. E’s blog has many fun and inspirational projects and I couldn’t wait to start the year off with this fun optical illusion!  Op Art was a significant art style that arrived shortly after the era of Pop Art (the 1960’s).  Victor Vasarely and Bridget Riley have been considered the king and queen of Op Art, creating illusions that convince the audience they are moving and have depth.  It really is amazing the illusions that can be created by altering the size, shape, repetition, and colors of lines

I have put a pause on this project as it was taking more weeks than planned, but we will DEFINITELY get back to it – we have such a great start!

Our Learning Targets:

I can follow the process of creating this “illusion”, being careful to follow the same lines every time, to and from the dots.

I can use shading techniques to further the illusion of depth.

A glimpse at the process – for a closer look at how to get started click “Art With Mr. E” above 🙂

DSCN7450 DSCN7451 DSCN7452 DSCN7453

Sugar Skulls: 2-D vs. 3-D, and Symmetrical vs. Asymmetrical 

These Sugar Skulls (calaveras) inspired by Dia de los Muertos were an extended study of two-dimensional versus three-dimensional art, as well as symmetrical versus asymmetrical design.  Because our students have the privilege of learning the Spanish language throughout elementary school, they are already familiar with the holiday of Dia de los Muertos, and it’s interesting to see their knowledge expressed in a tactile way. We practiced drawing sugar skulls using this website.

We created our 2-D, symmetrical designs by folding our skulls in half lengthwise, filling only one half of the skull, flipping over and tracing the other half with a light box (like those that display xrays – but are awesome for seeing through paper to trace!) to get a perfectly symmetrical design.

We began our 3-D, asymmetrical sugar skulls by crumpling up newspaper, wrapping with masking tape, then using paper towel strips dipped in mod podge and/or paper mache mix to create the hardened shell.  We then painted, added design with permanent marker, and sealed with gloss medium. (I loved this idea of the 3-D skull when my practicum teacher taught it!)

Our Learning Targets:

I understand the art and practices of Dia de los Muertos.

I understand that Sugar Skulls are made for Dia de los Muertos.

I can create my calavera using symmetrical design.

I can explain the difference between 2-D shapes and 3-D forms.

I can demonstrate my understanding of symmetrical and asymmetrical design.

DSCN7034 DSCN7035 DSCN7039 DSCN7495 DSCN7496 DSCN7497

DSCN7054 DSCN7213 DSCN7214 DSCN7217 DSCN7263 DSCN7267

Abstract Color Wheels (Preview!)

I feel it’s extremely important to study color theory at each grade level, whether it’s learning basic vocabulary, mixing colors, or both.  I found this idea for an abstracted color wheel in the monthly Arts and Activities magazine.  In addition to the tints, shades, and primary and secondary colors we use in this project, we familiarized ourselves with additional color vocabulary: intermediate colors, neutral colors, warm colors, cool colors, analogous colors, complementary colors, and hue. To get to know each color on the color wheel (and a few neutral colors) a little better we did this stick activity as a whole group then in partners.

To create these abstracted color wheels students made 6 areas of roughly the same size on their whole page (we traced over the lines of these areas with colored pencil to eliminate confusion later), then within each area 5 sections were made.  Each area would then feature a primary or secondary color and two of its tints and shades.

So: 6 areas, with 5 sections each – in one area: 1 hue (main color no mixing), 2 different tints of that hue, 2 different shades of that hue – 1+2+2=5 sections

Our Learning Targets:

I understand the primary colors can be mixed to make almost all other colors.

I can mix primary colors to make secondary colors.

I can use white and black to mix tints and shades of colors.

I can use color vocabulary.

DSCN7484

Advertisements

Leave a comment

Filed under 5th Grade

3rd Grade Projects

Klimt Trees of Life

The 3rd grade students received SOOO many compliments when these were up in the hallway!  Their hard work was really evident in the carefully painted and drawn swirls reminiscent from the original Gustav Klimt Tree of Life.  We discussed the concept of the tree of life and how it is depicted in many different cultures.  We noted Klimt’s fondness of gold and intricate patterns and details, while making careful observations of the patterns and shapes seen in Klimt’s Tree of Life.

Our Learning Targets:

I can demonstrate my understanding of Gustav Klimt‘s painting style by producing my own version of the Tree of Life.

I can take my time to carefully paint the swirls of the tree, and demonstrate my understanding of Klimt’s style by creating symbols similar to his.

I can use pastels to add pattern and design to my tree inspired by Klimt’s symbols.

DSCN6939 DSCN6940 DSCN6942 DSCN6948 DSCN6950

Meet Me in the Middle Self-Portraits

This project was borrowed from my practicum teacher and her blog.  The kiddos are so proud of their results, and I am honestly blown away with their confidence and abilities to rise to this drawing challenge. Leonardo da Vinci, one of the most influential artists to develop and identify universal facial proportion (among his other extremely famous paintings and inventions), was our inspirational artist for this project.  We really took our time to practice and grow comfortable making portraits with correct proportions in order to make them look realistic.  We concentrated on specific features, perfecting them as much as we could before beginning our final portraits.  To help our shading practices we created a value scale to help us match the correct values for different parts of the face – what truly impressed me with these self-portraits was the amazing shading that really communicated the realism the THIRD GRADERS were aiming to portray.  These are amazing! Bravo!

Our Learning Targets:

I can follow the face-mapping process to create a realistic portrait.

I understand that realistic faces aren’t just one color, tint, or shade.

DSCN7165

 

Warhol “POP” Cans

After closely observing the face to produce their amazing Meet Me in the Middle self-portraits, I felt it only natural to continue this great practice of observing and recording with an everyday object.  Andy Warhol is one of the most, if not the most famous, Pop Artist of all time.  Pop Art was really influential in the 1960’s, bringing the mundane, everyday item to the fine art world.  We got to know Andy Warhol and his series of Campbell’s Soup Cans to find inspiration in our own mini series of pop cans.  (Pop can and “Pop” Art is also a fun play on words :)).  One of the two drawn cans needed to be colored with the exact colors of the real pop can, while the second can could be colored however the student chose in order to simulate the bright colors often found in Pop Art. Here’s a link to this project on my old blog.

Our Learning Targets:

I can draw a pop can from observation.

I can create a realistic looking cylinder.

I understand the ideas, colors, and objects used in Pop Art.

I understand that Andy Warhol was a famous Pop Artist.

DSCN7429 DSCN7433 DSCN7508

Leave a comment

Filed under 3rd Grade

2nd Grade Projects

Not A CD

This is my ‘Miss Eggers Signature Lesson’: I fell in love with it a year and a half ago when I saw a version of it on There’s a Dragon in the Art Room and have made it my own in order for it to be successful with my little artists!  I cannot emphasize enough the amazing CREATIVITY I see as a result of this lesson!  See my previous posts about this lesson to get all the details! 🙂

Our Learning Targets:

I can use my imagination and creativity to turn my CD into a NOT-A-CD.

I can fill my whole page with my neat, colorful drawing using oil pastels.

DSCN6707 DSCN6728 DSCN6760 DSCN6761 DSCN6775 DSCN6800

Pattern and Texture Monsters

These two versions of our monsters were a joint exploration of the elements of line, pattern, and texture.  Our ultimate conclusion was that if we created lines in a pattern, we would create the illusion of texture for our two-dimensional (flat, drawn) monsters, and when lines were made into patterns in clay we created a texture we could actually feel.

To begin our exploration of texture with 3 of our 5 senses (not tasting or smelling :)), we IDENTIFIED and felt textures around the art room, like the bottom of our shoes, the chairs versus the tile versus the carpet, and then created texture rubbings using peeled crayons and paper to SEE the different textures that would result when placing paper over the object and pressing the crayon back and forth across the paper.

For our second exercise, we LISTENED to and then drew the detailed descriptions written in the story of the Island of Hullaballoo.  These descriptions included animals and landforms of different patterns, lines, and textures.  Each drawing has completely different results as the kiddos only have their hearing, memory, and imagination to create this fictional island.

Our next exercise was to reach into mystery bags to FEEL and identify the textures hidden inside.  (This was an old hidden gem I found while cleaning and organizing this summer!) The idea is that there are 8 to 9 different colors of bags, each colored bag contains a different swatch of texture, the kiddos pass it around, and then sketch the texture they feel.  After having done this exercise 3 to 4 times with different textures, we compare their drawings with photos provided in the game to see if their guesses and drawings were accurate.

We tried to make the clay monsters and the drawn monsters as similar as possible in order to see the transformation of texture from paper to clay.

Our Learning Targets:

I can feel and draw different kinds of textures.

I can draw different patterns and textures to create my monster.

I can use different materials, patterns, and textures to create my monster.

I can communicate texture through line, pattern, and clay techniques.

DSCN7471

DSCN7048 DSCN7047 DSCN7093 DSCN7099 DSCN7328 DSCN7330

 

Continuous Contour Line Self-Portraits

For the first part of our four part self-portrait series, we explored drawing using contour line.  These great videos introduced us to the challenges of drawing blind contour portraits (when you can’t look at your paper while you’re drawing) and continuous contour portraits (you must draw the entirety of a face without lifting your pencil).  The challenges resulted in some hilarious faces.  We were inspired by Pablo Picasso’s contour drawings, but in the future I would consider introducing Alexander Calder because of his amazing wire contour work.

Home challenge: explore blind and continuous contour drawing of your family member’s faces!!

Our Learning Target:

I can use contour drawing techniques to create a face.

DSCN7164 IMG_0788

Thiebaud Tinted Ice Cream Cones

I LOVE Wayne Thiebaud, so when I saw this project displayed at a student art show in Davenport I knew I had to incorporate it into my color study of tints and shades curriculum.  Wayne Thiebaud (pronounced like Tim ‘Tebow’) is famous for making dessert art a part of mainstream, and well-recognized Pop Art.  He was influential within the Pop Art movement by challenging the idea of what fine art was, featuring every day objects (and food), reminding people of the fun and nostalgic memories they associate with having these special desserts.  His paintings have visible and thick brushstrokes reminiscent of actual frosting.  Needless to say, he’s a favorite with the elementary crowd!  Our vocabulary emphasis included some of the basics of color theory: primary colors, secondary colors, tints, and shades – quiz your kiddos about these!! 🙂

Don’t they look good enough to eat!

Our Learning Targets:

I can mix tints of a color.

I understand Wayne Thiebaud painted desserts during the era of Pop Art.

IMG_0783 IMG_0785 DSCN7303

(adding our sprinkles!)

1 Comment

Filed under 2nd Grade