Tag Archives: secondary colors

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

1st Grade Projects

Crazy Hair and Treasure Maps

Our first Kindergarten (I only have one section of them) and 1st grade project concentrated on noticing and creating different kinds of lines, one of the Elements of Design.  We read the book Lines That Wiggle by Candace Whitman to inspire our creation of Crazy Hair Heads and make treasure maps using different kinds of lines.  These turned out quite cute and opened up discussion about noticing some of the elements of design in the world around us like line, shape, color, value, form, texture, and space.  To inspire our treasure maps we read Pirates Don’t Change Diapers by David Shannon.  We also discussed using symbols as a form of communication, especially on maps and signs.

Our Learning Targets:

I can draw a variety of lines for my crazy hair.

I can draw a variety of lines for my treasure map.

DSCN6737 DSCN6735 DSCN6752 DSCN6828 DSCN6827

 

Van Gogh Sunflowers

These sunflowers turned out absolutely gorgeous!! Each individual flower is beautiful, creative, and unique!  When these were up in the hallway, it felt like walking into a serene sunflower garden.  To introduce this project, we watched a short video Getting to Know Vincent van Gogh to learn a few facts about our artist. In this project we studied Vincent van Gogh’s Sunflower painting, identified and used warm colors, while familiarizing ourselves with the unique blending abilities of oil pastels.  This lesson is definitely a keeper for years to come! 🙂

Our Learning Targets:

I can tell you what a still life is, show you how to draw a sunflower, and use warm colors.

I can use oil pastels and oil pastel techniques to create my sunflower.

DSCN7045 DSCN7050 DSCN7511

 

Don’t Let the Pigeon

The Pigeon collage will always be one of my favorite lessons!  Not only do we get to read the pigeon books by Mo Willems, like Don’t Let the Pigeon Drive the Bus, and Don’t Let the Pigeon Stay Up Late, we get to come up with our own silly sentences for what the Pigeon shouldn’t do!  In this project we really concentrate on the idea that basic shapes can be placed together, like a puzzle, to make an animal.  In further lessons, I expand this idea of using individual shapes to construct a whole image, whether it’s an animal, nature, object, or person.   See my older posts about Mo Willem’s Pigeon if you want more information! 🙂

Our Learning Target:

I can use shapes to construct a pigeon with scissors, paper, and glue.

DSCN7051

 

Paint Card Cities

This year I decided to put a new twist on my paint card cities!! We added and emphasized background buildings using newspaper shapes versus simply drawing them.  I was so happy to stumble upon this idea a year ago, because I think the idea of using unconventional objects in a project helps students to begin to see new uses and ideas for everyday objects – leading to the concepts of reusing and recycling.  A lot of art that is being produced now uses these everyday objects in new ways – CD’s, records, food, school supplies, kitchen utensils, etc. – showing a whole new side to thinking critically and problem solving.

Reading the book Iggy Peck Architect by Andrea Beaty allowed us to explore the profession of architecture, and led us to the conclusion that just as you can use shapes to construct animals (Pigeon Lesson), architects [and ourselves] can design and construct buildings out of shapes too.  We carefully observed many pictures of cities to identify what buildings were in the background (far away, smaller, and less detail) and those that were in the middle ground/foreground (up closer, larger, brighter, and detailed).  In addition to the concept of a background and foreground, we concentrated on the size and proportion of items you would see in a city (i.e. a person or tree would not be as tall as a sky scraper).  Click here to see previous Paint Card City lessons.

Our Learning Targets:

I can use shapes to construct buildings like architects do.

I understand that buildings close to me are big.

I understand that buildings farther away are smaller, and might be partly covered by buildings that are closer to me.

DSCN7287 DSCN7290 DSCN7297

DSCN7424

Kandinsky Concentric Circles

Though International Dot Day had passed, creating the Kandinsky Concentric Circles is one of my favorite 1st grade projects to do (and it’s fun to hear them repeat the mouthful of a title J).  We learn about Wassily Kandinsky, and his major influence for bringing attention to abstract art.  I discuss with the kiddos that abstract art is not of something like a person, place, or thing but can simply be a work using colors, line, and shape.  We go through a powerpoint showing thumbs up or down if the paintings and art displayed are abstract or not – because this is a higher concept, I stick to the idea that abstract means color, line, and shape.  Emphasis is also placed on brush control in the concentric circle creation process, but also identifying circles and spheres in the world around us.  In addition to reading The Dot by Peter Reynolds, we read Lots of Dots by Craig Frazier who discusses seeing dots in everyday life – “dots from trees” = oranges, “dots to eat” = ice cream/grapes/eggs, “dots that are big, dots that are small”, etc.

I do this project in centers in order to have a small group paint with me while other groups pursue dot and circle related activities.  I am still in search of at least one or two other relevant and purposeful stations as I’ve tried a couple and feel I can create some that have more learning and creating involved, but am happy with the station inspired by Lots of Dots, and of course when we paint the concentric circles.  The lots-of-dots station has the students manipulate lots of hole-punched one-inch dots, scissors, and glue and have the freedom to glue down and create something new with these dots.

See some of my older Kandinsky lessons here.

Our Learning Targets:

I can identify circles and dots in the world around me.

I understand that some art is abstract, only using colors, lines, and shapes.

I can paint concentric circles. 

Painting Concentric Circles:

DSCN7228 DSCN7500

Creating with Lots of Dots:

DSCN7224   DSCN7362   DSCN7367 DSCN7373

Kandinsky Color Sheet and Dot Mural:

DSCN7226 DSCN7223

 

Turtle Color Wheels

I saw this idea on Art with Mr. E and thought it was so cute and brilliant!  I LOVE teaching about the color wheel and color theory because we get to explore color mixing in new ways and knowing color is so important not only in the art field, but essential to many careers in our creative and global economy!  My absolute favorite tool is this video by OK GO originally made for Sesame Street – I show it Kindergarten through 6th grade…it is catchy and done in Stop Motion Animation, so it’s funky to watch.  We also read White Rabbit’s Color Book by Alan Baker, and manipulate a magnetic color wheel up on the white board.  The real magic comes when the kiddos actually get to create the secondary colors (orange, green, and violet) using only the primary colors (red, yellow, and blue) I’ve given them.  After the color wheels have dried, we add the green construction paper for the turtle parts, and the final touch of googly eyes!

Our Learning Targets:

I can identify the primary colors.

I can identify and mix the secondary colors.

I understand that mixing two primary colors will make a secondary color.

I can paint a correct color wheel. 

DSCN7512

Leave a comment

Filed under 1st Grade, Kindergarten