Sunday, December 6, 2015

3rd Grade "Snowscoops"

Artwork by Sophia

I've been invited to decorate the OCS meeting room with student art in the month of January.  In order to have something "wintery" completed before we went on break, I moved this third grade project, which we did last year for the first time, to late November,  Even though it might not feel like winter yet outside, its already looking that way in the HES Art Room!  

As second graders, our third graders got some practice creating different values of the same color by tinting with white. In this project, they used both tinting and shading, this time to add shadows to their snowmen and cones to begin to give form to what would otherwise be just a two-dimensional stack of circles on a triangle. Credit for the very cute ice cream cone aspect of this lesson goes to art teacher Abby Schukei

Students first drew their cones and snowmen just as outlines with no details.  They then painted the snowmen white with acrylic paint (to get a good, solid white).  Then, using their blue, they added a curving shadow to one side of their scoops, and, ideally, blended it into their white.  On the cones, they started with brown acrylic then created a lighter value with some white and added it to the light side of the cone.  The following week, snowman details, and snowflakes to fill up the empty background, were added with Sharpies and oil pastels.

I really love the cartoon-character quality of these! 

Artwork by Colin

Artwork by Ian

Artwork by Lucia (a Mexico-themed Snowscoop!)

Artwork by Shannon (an Italy-themed Snowscoop!)


1st Grade Color Wheel Umbrellas

Artwork by Rebekah

By now, our first graders have learned that primary colors make secondary colors when mixed together.  This lesson throws the next level of colors, those created when a primary and a secondary color are mixed, into the color equation.

We start by lightly tracing a circle tracer and then dividing the circle into eighths with four intersecting lines (good fractions practice!)  Before telling them what they are drawing, I have them connect the ends of their lines with straight or curving lines and guess what it might be,  Once the secret is discovered, they add a person beneath their umbrella and go over the whole drawing with a Sharpie.

We begin coloring the umbrella sections (with oil pastels because they mix so well) with the primary colors, making sure to leave at least one and no more than three uncolored sections between each.  Next, the students color in the appropriate secondary colors between their primaries. But that still leaves two uncolored sections.  Though, I don't teach the word "tertiary," the next level of colors on the color wheel, the students still learn that by mixing any two adjacent colors, they make a completely new one that isn't a primary or a secondary. Hopefully they also see that they can create an almost infinite number of colors beginning with just the primary colors.

We finish these artworks off by adding rain and puddles with white oil pastels and then painting the entire ground and sky with blue and purple liquid watercolors that I make from our dried out markers.  I think the results are worthy of a picture book story about a rainy day brightened by a colorful umbrella!

Artwork by Anya

Artwork by Camille

Artwork by Lukas

5th Grade Op Art

Artwork by Emma

Op Art (Optical or Optical Illusion Art) was popular in 1960's and still shows up in various expressions today, especially in certain types of digital art.  This Op Art project begins with six straight lines drawn on a 10" by 10" sheet of drawing paper, creating what we refer to as a "square pizza."  In each pizza "slice" students drew a series of concentric organic shapes, alternating the direction of the curve in each pizza slice.  Every other stripe was then carefully colored in with a Sharpie.  Finally, students added highlights to the black sections with a white colored pencil and shadows to the white sections with a black colored pencil.  I emphasized how the highlights should fade into black and vice versa for the shadows to really turn the triangular sections into curving, 3D cones.  I thought the students did a fantastic job of being precise with this work, and they seemed to get a kick out creating a 2-D work that really does feel 3-D.

(For the other art teachers out there, I provide the paper already lined, as I find that most students have trouble drawing six straight lines that also all intersect in the same place. While some students are capable of doing it themselves, it's not worth the time that it would take to help the entire class with this part.  Otherwise, I love how this project shows these older students the power of shading and highlighting, and how it allows almost every student to create a work of op art that's really successful.)

Artwork by Cameron

Artwork by Maggie


Artwork by Seth