Tag Archives: tints and shades

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 🙂

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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.

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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.

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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.

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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.

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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.

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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.

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(adding our sprinkles!)

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