Sunday, May 20, 2012

Funny Frogs - (1st)


These frogs are in "Froggy Day Care" and waiting for their owners to take them home.




This is the "newborn" frog made from Crayola Magic Modeling Clay. The eyes 
are formed by pressing in the end of a Crayola colored marker.


First graders created painted texture with turquoise and green paint.
They painted wild lines that were not mix together.

 The textured paper was folded in half and a circle traced
 on it, then cut out. A piece of "pie" was cut out of each lily pad.


Students named their frogs and drew a picture of it on a lunch bag. 
When the Frog bag was completed the students carried
 their clay frog in it for a safe trip home.




Students painted their frogs so no white would show, except for the eyes.
The frog on the left is a good example of painting, the frog on the right is not.
 It has too much white spots.

Sunday, May 6, 2012

Primary Birds - (2nd)







Pop Art Prints - (5th)


 5th graders learned about artist Andy Warhol and Pop art. Using the grid method to help enlarge popular cartoon characters on drawing paper, the students then transferred their drawings to 6 x 9 styrofoam sheets.






We printed the cartoons during one art period. Each student was able to pull several good prints. The best print was later glued to a larger paper frame and turned in for a grade. The second best print was framed as well but turned in to be sold at the Art Auction. The rest of their prints were taken home.



Cowboy Boots - (4th)




This cowboy boot project was inspired by the examples shown on the ARTOLAZZI Blog.
I provided a boot pattern to begin the project with. Patterns create a successful shape which helps students feel more positive towards their art. Use of patterns also maintains the pace of the lesson as we easily move on to the next stage of the project "all together" and without stragglers.

Achieving symmetry with the cursive name was challenging for the students so we practiced on 8 1/2 x 11 paper three times before working on the boot.
Students partnered up to hold down an 18" ruler for drawing a center line down the middle of the boot. We carefully folded the paper on that line. Then the students wrote their name in cursive on that same line. If the name did not stretch all the way down shapes were added. 
The art was reverse-folded so the pencil drawing was now on the inside. We rubbed the paper with the handle of our scissors transferring the design to the opposite half of the paper, giving a symmetrical look.


A "Side" design was drawn in the empty space next to the name. I provided an idea sheet. 

Again the art was rubbed with a scissor to transfer the design. Drawings were traced in pencil then again in permanent black marker.


Watercolors were used to paint the bottom of the boot.


The inside of the boot and toe were painted a new color. I pointed out how unity is achieved by repeating colors and shapes. This gives an organized, planned look
rather than being random and thoughtless.


The symmetrical designs inside the boot have three colors. One of those colors had to match the color on the bottom of the boot to create unity. Colored markers were used for this. Spurs were added for creative detail.