Shape Images Art Positive and Negative Flower Art Projects
Please Note: All images seen beneath are of my students artwork only. These photos/lessons are non posted in any particular club regarding the menses of my curriculum.
Abstract Self-Portrait Paintings
This fun self-portrait lesson combines art exploration inabstract art andcolor theory.
It is DEFINITELY one of my favorite lessons for second grade!!
On the first 24-hour interval of the lesson, I showed students my example paintings likewise as just the abstract drawings before the paint was applied. I asked students what they thoughtabstract artwork might be while looking at my examples. They noticed that the drawings were basically lines and shapes! We discussed how abstract art focuses mainly onlines, shapes, and colors and didn't prove a "picture" of anything (a person, a dog, a tree etc.) I then showed them a slideshow of artwork by various abstruse painters (Wassily Kandinsky, Paul Klee, Joan Miro, Jackson Pollock and William de Cooning) and talked a niggling bit about their background.
And so I demonstrated on how they could draw an abstract drawing using dissimilar lines and shapes using rulers, various circle tracers likewise as by hand.
They started in pencil on 12×eighteen″ tagboard and so went over all the lines with crayons existence sure to press super hard as they traced over their lines (afterward on we would do a crayon wax-resist). They and then filled out a brusque questionaire with 10 or so questions request about their favorite things and things nigh themselves. If they didn't answer them all, that was okay- I suggested to answer their favorites get-go, then at least respond six.
In the adjacent class, they painted their drawings using liquid watercolors creating acrayon wax-resist. I gave students only red, blue and yellow paint, which immune a review onprimary colors! We also reviewedsecondary colors andwarm and absurd colors as I demonstrated mixing colors, which was a bang-up reminder on color theory!!
While students worked, I took each students photograph (which I later printed as a loftier-dissimilarity black & white photo on printer newspaper).
In the following art form, students glued their black and whiteself-portrait onto their painting too as their printed sentences that were cut into strips. (I typed out their answers and cut each question/answer into strips with a newspaper cutter).
I know this lesson includes quite a chip of additional prep from me for all their photos and text, just I couldn't resist doing it! The watercolors really pop against the black and white photo- also as the strips of text! Plus, I but love this take on a cocky-portrait projection. Kids really enjoyed the abstract component and of grade loved getting their photos taken as well!
I hope yous enjoy these awesome abstruse cocky-portraits as much as I exercise!!
Give thanks you lot Bridgette from http://guerzonmills.com for the idea! (I found via Pinterest)
Learning Goals:
– Learn what abstract art is and can identify abstruse art
-Learn nearly abstract artists and their artwork (Paul Klee, Kandinsky, William de Kooning, Jackson Pollock)
-Review and can identify primary, secondary and warm and absurd colors
Birch Tree Landscapes
This lesson is some other ane of my favorites for 2nd form!
The objective of this lesson was to create alandscape painting, while students are introduced to, and gain an understanding of,foreground, middle ground, and groundwork within artwork. Second graders looked at the artwork of Bev Doolittle for inspiration.
Students practical their previous knowledge with creatingperspective and space in their artwork from the "Monet inspired Bridge" lesson for this birch tree mural lesson. Objects in the foreground appear to be larger and lower on the page. Objects in the background are smaller and college on the page.
On the first mean solar day of the lesson, students drew hills and copse on paper. Some copse in the foreground, a few in the heart ground and some in the groundwork. Students then used the side of a slice of corrugated cardboard dipped into a little bit of black liquid tempera paint, to create the black lines within their birch trees.
Paintings were and so left to dry until the next week.
On the 2nd solar day of the lesson, they drew grass blades and flowers using crayon in the foreground (pressing hard!), and painted the land and heaven with watercolors, creating acrayon wax-resist.
For days three and four, studentsobserved pictures of animals for reference, (I had packets of various photocopied pictures of animals for each child to discover, as well as elementary step-by-step, how to draw fauna packets that I fabricated before) and drew them on separate pocket-size pieces of lxxx# drawing paper. They then carefully cut them out and glued them onto their finished paintings to inhabit their wonderful birch tree landscapes!
The results are beautiful and I think students did such an incredible job!
Learning Goals:
-Students utilise previous cognition on how to create perspective in their artwork
-Learn nigh the artist Bev Doolittle and her artwork
-Develope an understanding of foreground, middle ground and background within artwork
-Demonstrate an understanding on how to create a crayon wax-resist painting
-Raise drawing skills through observation
3D Water LILIES Inspired by Claude Monet!
I LOVE these flowers!!! I also think this may be my new favorite art lesson to teach!
2nd Graders did such a fabulous chore creating them– SO proud of their piece of work!!
Step-by-stride directions with photos beneath! AND a YouTube tutorial on the lesson is available under my "Art Education Videos" page.
I likewise have a Costless downloadable tracing template for the petals! Acquire more beneath!!
The art display (almost complete! Waiting on another ii classes to terminate then will add the remainder!!)
To view a You Tube Tutorial Video on this lesson click HERE!
This lesson incorporates focusing on 5 of the 7 elements of fine art! – ( line, shape, color, grade, texture) and is inspired by artist Claude Monet and his h2o Lilies.
This lesson took (four) 40 minute fine art classes.
TO VIEW A YOU TUBE TUTORIAL VIDEO ON THIS LESSON CLICK Hither!
ON Twenty-four hour period i students learned virtually Claude Monet and looked at a slideshow of some of his paintings- Especially (of class ) his water lilies!
Students then painted a canvas of 10×ten" heavy weight tagboard with turquoise liquid watercolors, calculation table salt while wet!! This becomes the water background, and the salt, (one time dry), will brand information technology look like lite is reflecting off of the water.
The blue paper is prepare aside to dry.
Then, students painted an entire canvas of 12×18" heavyweight tagboard either fuchsia or orange using liquid watercolors.
Kids had a option of two colors to keep clean up elementary—(did I mention I don't have a sink or access to water within my art room at one school, and teach off a cart at another???)
ON Solar day 2 -Create the lily pad
To create the lily pad, students glue various shades of green and yellow and light blue tissue newspaper (pre-cut into squares) using watered down white school glue (or watered down mod podge) on an lxxx# 10×x" slice of cartoon paper.
I pre-draw the circles for the lily pads with sharpie to save time.
I use watered down glue (just a smidge of water per glue container) to sparse it out to make information technology more than hands spreadable. Kids employ it with a regular tempera pigment brush.
Students applied a thin layer of watered downwards mucilage, then a piece of tissue, then another thin layer of watered down glue to make the tissue smooth and flat. Students repeated this process until the entire circle was filled, overlapping tissue a niggling equally they glued.
Permit dry
ON DAY 3 – Attach lily pad to blue h2o groundwork, so cut out petals.
Students cut out their light-green lily pad and and so cut out a triangle from their lily pad
So they glued their lily pad onto their blue paper with a glue stick (using lots of mucilage) and pressed for five seconds to make sure information technology was flat and glued on securely.
Then after setting bated, students cutting out their blossom petals.
(Prior to class, I traced 6 big, 6 medium, and 6 small-scale petals using tracers I created, on everyone's pink or orange painted sheets, to save art making time).
As kids cut EACH petal out, they wrote their names on the backs of each one with a pencil, and then put it in a cipher lock baggie, with their name on the baggie in sharpie, and was prepare bated for the following fine art form.
Students thought information technology wasn't necessary to have them write their names on the backs of their petals since the aught lock bags would have their name, but I just wanted to exist extra cautious in case petals were misplaced/mixed upward with someone else's or roughshod on the floor…. Which did happen a few times– So I'one thousand glad I had them exercise that extra step!
These baggies were and so set bated in a box for later on. Each class had it's ain box.
ON 24-hour interval 4:Assemble the flower!
Students finish cutting out petals (if needed) then gum down all the large petals first, then medium, then small.
I bear witness students under the document photographic camera, how to stack the fish "tail" of each petal (we talked about how the shape of the petals looked like fish) correct on tiptop of each other like when making a sandwich –stacking the side by side rectangular fish tail over the previous ane each time.
I used "Aleene'south" quick dry (and other types of Aleene'due south tacky glue) to attach the petals. It's important to use quick drying glue that is stronger than regular school glue in order to back up the weight of the petals and it helps them pop up.
Some other bonus—The mucilage dries clear!
I bought packs of five for $5 at A.C.Moore, (besides sold at Michael's). Each student had their own glue bottle.
(Since the bottles are small, I re-filled the same small bottles with a larger sized one for the following classes).
Students put a dot of glue per petal'southward "fish tail" (almost the size of a pea). I have students count to five for each petal, while pressing.
After applying glue and pressing the "tail" downwardly for 5 seconds, curve the petal back at its base with ane manus, while pressing the "fish tail" down securely with your other finger. This makes the petal stand and pop out rather than laying flat. (See photo below— I think this moving-picture show explains information technology better)
Once all petals are attached, then add the yellowish felt fringe to the flowers center!
Students roll the fringe, starting from 1 stop —keeping it tight as they roll it upwards.
Glue the bottom of the rolled fringe (heavily), with the same tacky mucilage.
Put some glue on the center of the flower as well.
Attach fringe scroll to center and hold for 20-xxx seconds. Don't worry if the fringe is squished – y'all can arrange it once totally dry (20-30 minutes later).
I had students set the finished flowers in the hallway to dry flat for awhile– and hung later at the finish of that mean solar day!
I could NOT west-a-i-t! To hang these beauties up!!
Beloved, LOVE, Beloved them!!
CLICK Hither TO GO TO MY TEACHERS PAY TEACHERS PAGE TO DOWNLOAD A Free TRACING TEMPLATE FOR THE 3 PETALS (Large, MEDIUM AND Small-scale).
Learning Goals:
Students learn about the life and artwork of Claude Monet
Acquire what Impressionism is
Can create and understand what a three-dimensional piece of work of fine art is
Learn near the Elements of Art and particularly what Form is
Acquire various painting techniques (using salt with watercolor)
SPRINGTIME BUNNIES AND Bear CUBS
How ambrosial are these?!? My second graders did such a fantastic job creating them!
This lesson took (three) 40 minute fine art classes to terminate and incorporates the Elements of Fine art- Line, Shape, Colour, Value and Texture! We as well used overlapping, dissimilarity and pattern in our work! Students could choose between creating a bunny or a carry cub. Read below the photos of student's artwork to encounter how they were created!
TEACHERS
Costless DOWNLOADABLE BEAR CUB TEMPLATE ON MY TpT PAGE Hither
TO FIND MY Blog POST WITH PHOTOS ON HOW KIDS CREATED THESE AND More… CLICK HERE AND Re-create AND PASTE "SPRINGTIME BUNNIES AND BEAR CUBS- 2nd Course!" IN THE SEARCH BOX!
Twenty-four hours ane
Students drew flowers all over their 9×12″ lxxx# drawing paper using markers and crayons. They were encouraged to draw the flower heads LARGE and draw LOTS!! Especially forth the top and sides since later on on the bunny or deport would exist placed over their painting.
I demonstrated a bunch of unlike ways to create the flowers first, but students could draw them whatsoever manner they wanted! I too encouraged them to use bright colors. If they drew blossom heads with a circle center, they colored in the circles with crayon, pressing hard. Once their paper was filled they drew greenish stems from each flower head going all the way to the bottom, using a green crayon as well as a green marker for each one.
Solar day 2
Students finished upwardly creating their flower heads and stems if needed (they really took their fourth dimension with this step and loved created intricate flowers!!) then usingjust water on a paintbrush, they went over each flower with water.
This turns the marker into almost a watercolor consistency, which kids LOVED!! I showed them how to just do one flower at a time and so rinse their brush before moving onto the next so the colors wouldn't get muddy.
Then students went over all theirstems with water. The crayon role of the stems would remain a solid line since crayons resist water.
We talked almost the Element of Art "Value" and how the colors of the flowers would get softer and lighter in value once water was applied.
The wet blossom paintings were left to dry until the following class. Students and then either chose a bunny or bear cub template to start cartoon lines with sharpie to add TEXTURE!
I downloaded and printed the bunny template from a website for teachers called Teachstarter (free template) and then created the bear ane myself and made copies for kids.
I demonstrated how to draw direct lines close together in between each department using sharpie. Students could leave the eye area as it was, or become over the lashes and create longer lines. We discussed how the lines created fur- like texture. Nosotros also discussed how the black & white vs. the colorful blossom background would create CONTRAST.
DAYS 2-3
Students continued cartoon lines if needed, then carefully cut out their animals and glued onto their flower background! I just Honey how simple yet beautiful this lesson is! Plus, kids continue to understand how they are applying the elements of art while creating!
Learning Goals:
Students create artwork utilizing the elements of art (Line, Shape, Color, Texture and Value) and can draw how they used each in their art
Students tin can ascertain contrast and point out the apply of dissimilarity in their artwork
Students tin can create, ascertain, and point out overlapping in their artwork
Positive/Negative Hands
For this lesson, students learned aboutpositive andnegative space in artwork and used their previous knowledge (from their sketchbook cover lesson) on warm and cool colors to create this colorful vibrant painting.
First, students painted a 9×12″ paper using eitherbutwarm colors, onlyabsurd colors, OR a rainbow (in the rainbow'south society) using watercolors.
On the second day of the lesson, they traced their mitt on the back of their painting using pencil, and then advisedly cut out as one piece and gear up it aside.
They took the remaining paper (at present showing the negative shape of their hand) and glued downwardly to the left side of a sheet of 12×xviii″ black construction paper, being sure to line up the edges.
Students and then folded the positive cut out of their hand in half and drew a half circumvolve (or other shape) in the eye, cut out and glued to the center.
The remaining paw with the hole cutting from its center was then glued to the correct side of the black paper. Thanks Mr. O (http://mrosartroom.blogspot.com/) for the awesome lesson inspiration!
Learning Goals:
– Students can create and ascertain positive and negative infinite within artwork
– Demonstrates a clear agreement of warm and cool colors and shows this in their work
Silly Monster Selfies
Second graders had a nail creating these super adorable silly monsters!
On day one (of two) for this lesson, students drew a simple monster head shape with two pointy parts for ears, on their chosen 9×12″ colored construction paper background with pencil. They and then dipped the border of a 2″x4″ piece of sparse cardboard (I used the cardboard that comes with the packaging for styrofoam printing plates) into black paint and "stamped" brusk black lines forth the border and inside their monster to createtexture for fur! These were left to dry until the next class.
On the second day of the lesson, students then cut out their monsters, leaving a little color effectually the edge and glued onto a 12×12″ piece of blackness construction newspaper.
They added big eyes with punched out white paper and black paper for the pupils likewise as a oral fissure and fangs!
They learned how to create asymmetrical mouth by folding a slice of blackness paper in half and cartoon only half the oral fissure forth the folded edge and cutting out while all the same folded.
I Dear how these came out!!Thank you @mrsallainart (via Instagram) for the inspiration!!!
Learning Goals:
-Students can ascertain and create texture within their piece of work
-Students can ascertain and create a symmetrical mouth within their monster
Another time we created the same monsters using the aforementioned technique, but added cutting paper hearts to brand them "Dear MONSTERS" for Valentine'due south Day! Meet Below
I read them the cute story, "Honey Monster" by Rachel Vivid for inspiration!
Symmetrical Fall Leaves
For this art lesson, 2nd grade students created enlarged,symmetrical autumn leaves with warm colors.
Students first proficient theirobservational cartoon creating at least 5 leaves in their sketchbooks, while looking at a leaf handout.
They then chose one cartoon to enlarge on 12×xviii″ newspaper. They folded the paper in one-half and drew only half of their leaf, using profile lines, along just the folded edge. They then carefully cut it out, to reveal their symmetrical foliage cut out.
Students and so drew the veins of their leaves with crayons and and so painted the leaf using warm colors with watercolor paint to create a crayon wax-resist technique.
For a final touch, students glued their dry leafage painting onto either a blue, greenish or majestic piece of construction paper revisiting what the warm and cool colors were from the sketchbook cover lesson, in the beginning of the year.
Learning Goals:
– Exist able to identify warm and cool colors
– Develop observational cartoon skills
– Explore and learn about contour lines
– Understand what symmetrical means and be able to identify and create a symmetrical paradigm
Communicable Snowflakes Portraits
Second graders LOVED creating these adorable drawings of people catching snowflakes on their tongues!! They did such a wonderful job, and I beloved how each student put their own unique spin on the terminal touches!
For this fun two solar day art lesson, students first drew a face looking upwardly (nosotros talked about how the shape of the caput with the small crash-land for the nose pointing up and a big circular shape for the face up resembled a pumpkin). Then added an open up mouth, teeth (hither, kids could add spaces between teeth to show the person lost a tooth or teeth!), a letter "one thousand" for the natural language, hair (flying around from the winter wind), scarf, and sweater or jacket.
One time all fatigued in pencil, students colored in using oil pastels. Students learned how to clean their oil pastel sticks using a small piece of newspaper towel or tissue before applying color. (Since multiple colors are all in the same container, the oil pastels tin have other colors on them which can impact their piece of work, unless wiped abroad first).
For the final step, students added snowflakes (of course!) and could add one on the person's tongue as well, and then outlined the person with a black oil pastel to assist define edges and make the person stand out.
Cheers Aly at Little Yeti (http://artisandesarts.blogspot.com/) for such a cute lesson idea!!
Learning Goals:
-Students larn tips and techniques with oil pastel
-Learn how to draw from a different perspective (person looking up)
Winter BEARS IN SWEATERS!
CUTENESS OVERLOAD! I ADORE THESE BEARS and beloved all the different expressions!
Read more on this lesson beneath students artwork, and find out how to view my footstep-by-step drawing directions on how we created these bears!
I dearest all the different expressions!
This lesson took 3 art classes to complete (40 minutes each).
2nd graders followed along with me equally I did a guided drawing for their bear under the document photographic camera. We drew our bears on 12×12″ 80# white cartoon paper in pencil to start. Then added a ton oftexturefor the fur past drawing lots and lots of lines with a fine indicate sharpie. 2nd graders colored in the eyes and olfactory organ with a thicker sharpie except for the petty white highlight to create light reflecting off the bears eyes and nose.
And so students used some of their math skills to create theirpatterns in the sweaters!
To do this, students drew 3 curved lines inside the area of the sweater, creating 4 stripes. And then referred to a design sail with a variety of patterns labeled by a number. Each student got dice to curl, and for each of their striped sections in their sweater, they rolled their dice to figure out which pattern they'd draw. For the 1st section in their sweater they could create their ain from their imagination, or pick one from the pattern canvas. For the iind department in their sweater they rolled the dice and drew the blueprint according to the number rolled. For the threerd section, they rolled the dice twice and added the two numbers together to go the pattern, and for the fourth section, they could choose whatever design they wanted from the sheet or create their own!
One time drawn in pencil, the patterns were traced over in sharpie, so colored in carefully with markers.
LEARNING GOALS:
Students can identify and use the elements of art LINE, SHAPE, COLOR, and TEXTURE to create their bears
Students can define and create patterns within artwork
Students understand that artwork tin incorporate math concepts and can utilise their improver skills to create the patterns
TO Discover MY BLOG Mail service WITH STEP-By-STEP PHOTOS ON HOW KIDS CREATED THESE BEARS AND More… CLICK Hither AND Copy AND PASTE "Winter BEARS IN SWEATERS" IN THE SEARCH BOX!
Snowmen at Night
For this lesson, students listened to the story "Snowmen at Night" past Caralyn Buehner, for inspiration.
During this lesson, students learned aboutperspective in fine art. Perspective is the technique used to represent a iii-dimensional earth (what we see) on a two-dimensional surface (a piece of paper or sail) in a way that looks realistic and accurate, as we come across information technology in nature. Perspective is used to create an illusion of infinite and depth on a flat surface.
To do this, students drew some snowmen larger, along the bottom of the page to announced closer to the viewer, and some snowmen smaller, nearly the acme of the page to appear farther abroad from the viewer with snowy hills in between, to create the illusion ofspace anddepth. Students also added trees, houses and other objects within their piece of work.
Second graders too learned that aprofile is a side view of a person, animal etc., (or in this case a snowman!) and drew at least 2 snowmen in contour.
After drawing everything in with pencil on black paper, students colored in their drawings using oil pastels. They had the option to colour their snowmen and snowfall with whatsoever colors they wanted.
If students chose to color in the snow and snowmen the same color, they needed to just be sure to go out a little infinite around their snowmen, or draw a blackness line to divide and define the snow from objects inside the snow.
Learning Goals:
-Students learn what the discussion perspective means in artwork and how to show that in their work
-Understand why size and placement of objects are of import in society to create perspective in artwork
-Larn virtually viewpoints and understand what a contour is
"Birds-Eye view" Snowmen Collages
This snowman collage was a fun ane mean solar day lesson using cut newspaper, oil pastel, and sharpie. We discussed what a "bird'south-centre view" perspective was first then students had the choice of creating a snowman looking up or looking straight ahead.
Students traced 3 different sized circular objects (a cardboard circle for the base, blank or old CD's for the middle, and a small plastic take out cup for the head) on a sheet of 12×xviii″ drawing paper. They drew a blue line with oil pastels around the edge of each circle, then with a circular motion, composite along the edge with their fingertip.
They cut out the circles, then glued them into place largest to smallest on a canvass of ten×10″ colored construction newspaper. They added brown "sticks" for the arms, a cutting triangle for the carrot nose, and a scarf with pieces of colored construction paper. Eyes, mouths and buttons were drawn using a blackness sharpie.
Students either placed the carrot along the blueish border in order to accept the head looking straight ahead, or in the middle to show the snowman looking up towards the sky.
Learning Goals
-Students learn what birds center-perspective ways and can bear witness that in their piece of work
Mixed-Media Jellyfish Paintings
On the showtime day of this lesson, students learned about whatmixed-media is. I explained we'd be using a combination of unlikemediums— tempera paints, chalk pastels and oil pastels to create our pictures. I too demonstrated the difference betwixt chalk pastels and oil pastels on flake newspaper. Students then created an underwater background painting using liquid tempera paint. They started at the top of the 12×18″ tagboard with blue paint, then layered on white correct on tiptop of the blue and blended to create atint of blueish. So after cleaning their brush in water, painted merely blue, and so but purple and so black working their style downward their papers. Students were encouraged to blend where 2 different colors met, to create a smooth transition from color to color.
On the second twenty-four hours of the lesson, students drew jellyfish using whitechalk pastels. I demonstrated a really simple fashion to draw them past creating a dome like shape then adding wavy lines (some longer than others) underneath. They could fill in with whatever colors they wanted one time drawn, and so blended using their fingertips.
We discussed the divergence betweenopaque andtranslucentwhen creating the jellyfish with chalk pastels. Students so added blackness and green seaweed and some fish withoil pastels.I honey how the jelly fish await similar they're almost glowing!
Thanks Patty (Deep Space Sparkle) for this lesson idea!
Learning Goals:
-Students learn what "medium" means in art and what "mixed-media" is
-Learn about differences between chalk and oil pastels
-Learn what a tint is and how to create them
-Learns translucent vs. opaque
MONET INSPIRED BRIDGE PAINTINGS
2nd graders created these cute paintings inspired by the artistClaude Monet.
On day 1 of the lesson, students learned about Monet and watched a swell video about his life and artwork narrated past an viii year quondam daughter. You can view information technology here.
Students then drew a bridge in pencil, and colored in with crayons. They fabricated sure to press hard while coloring in and to not leave any gaps of white paper showing in order to create acrayon-wax resistafter on.
Students learned that Monet was a very famous French painter, who was a founder ofFrench Impressionism.They also learned he would often paint"en plein air" (meaning open; in total air -in French), and that he enjoyed painting the same things over and over, but at different times of the day. Each time he went exterior to paint it, the light would be different and change the manner the colors and shadows looked.
He especially loved painting his water lily pond by his house in Giverny, France. It was very important for him tocapture a sense of light in his work, (morning, afternoon, evening light equally it brutal on his subjects).
He achieved this by adding various shades of colour and white to his paintings.
Students created a sense of light within their piece of work by cartoon black lines (like the number 7) within certain areas of the bridge to create shadows, and white lines (like the letter L) to create light.
They besides added white to the grass and on one edge of their lily pads.
On the final day (day 3) of the lesson, they used awet-on-wet technique and painted their drawings with h2o, and so painted with blue liquid watercolor while still wet. So they sprinkled salt all over their paintings, which when dry, creates these interesting furnishings yous see hither inside the pigment! Information technology makes it look like light shimmering on the water!
Students did a fantastic task creating these Monet inspired paintings, don't you think?
Learning goals:
-Students learn most the life and artwork of Claude Monet
-Learn that Impressionism is a mode of art
-Learn that Monet was one of the founders of Impressionism
-Can ascertain and create a crayon wax-resist painting and use wet-on-moisture techniques
-Gains an agreement of perspective and space. Acquire that objects that are closer to u.s.a. are fatigued larger and lower on the page, and objects that are farther away are drawn smaller and higher upward on the page
FIELD OF FLOWERS PAINTING
This was a super fun one 24-hour interval painting lesson! Kids used warm colors to create the flowers by making simple circles upon circles, and then used absurd colors to create stems for their flowers!
The goal was simple- fill in the space on the 12 x12″ newspaper (nosotros used manila tagboard) with lots and lots of flowers and stems and have FUN!
I LOVE how simple and colorful these are! They expect great hanging all grouped together in the hallway around springtime with the pop of bright color behind them. Thank you lot Painted Paper Fine art (http://world wide web.paintedpaperart.com/) for sharing this fun painting lesson!
"THINKING OF SUMMER" SELF-PORTRAITS
This was a perfect lesson for finishing off the school twelvemonth! Cheers Mr. O (http://mrosartroom.blogspot.com/) for this fun lesson!
2nd graders drew the tops of their heads large, along the lesser of their newspaper, adding just their eyes and eyebrows to their face. They drew a idea bubble, and things that they were going to do, or wanted to do over the summer! In one case outlined with sharpie, they colored in with crayon, and so painted the groundwork with whatever colors they wanted using tempera cakes.
Enjoy!
Warm / Cool Hand Blueprint with Patterns (Sketchbook Cover Drawings)
For every grade level (1st-fifth) I take students create a cartoon that gets mounted onto a sketchbook for each educatee to use throughout the year. The sketchbooks stay in my fine art room in grade level/ classroom bins. Each grade has a unlike drawing lesson and creates different artwork from other grades.
To create the actual sketchbooks, studentsfolded a sheet of 12×18″ lx# paper in one-half horizontally, for the cover. Students then staple in 12 sheets of pre-cut 8.5 x11″ paper (donated actress long printer paper -8.v x 14″- Legal size- that I cut to 8.five x 11″ alee of time). * Any left over cut scraps of white paper are and then used for other collages/lessons. Then their drawings get glued onto the cover.
Dandy for when kids finish early, plus information technology keeps all (what usually would be) loose do drawings all in one contained place. Students use sketchbooks to gratuitous describe in one time finished with an art lesson (if they finish early on), every bit well every bit to practice cartoon/plan out their ideas, before doing a final version.
Growing up, I had sketchbooks and diary's that I would draw in and I think it's then fun to be able to look back on something like that. My students volition have sketchbooks from 1st-5th grade, a new i every year to be able to look dorsum on and see /rails their own artistic growth throughout the years! Especially fun when yous're older to dig upward all your erstwhile sketchbooks from your parents keepsake chest and flip through equally an adult!
And so for this particular sketchbook cover drawing lesson, 2d grade students created a manus drawing usingwarm and cool colors and patterns .
Students starting time traced their hand and drew apattern inside their hand. Then they drew a different pattern in the groundwork filling in the entire page.
Later on outlining with a blackness sharpie, they colored within their hand using onlywarm colors, and colored in their background using onlycool colors (or vice versa) with markers.
Sketchbooks are used throughout the yr to plan out ideas, practice earlier making a final cartoon, work on an extension of the electric current lesson if finished early, and of class to just have fun and experiment.
Learning Goals:
– Understand the purpose of an artist'southward sketchbook
– Demonstrate an understanding of warm and cool colors
– Tin can identify and create patterns in their work
3D PAPER SCULPTURES INSPIRED BY ARTIST CHARLES MCGEE
This lesson took ( 2 ) twoscore minute art classes to create.
Students learned near the creative person Charles McGee and we discussed his artwork. We discussed how we'd exist utilizing the elements of art, line, shape, and course to create our sculptures. And so students received a sail of copy newspaper with 4 lines pre-drawn and photocopied for the class.
Then using a black sharpie marker, students drew a dissimilar pattern in each department, creating v sections.
DAY 2
So on day 2, students cut out each department with pair of scissors.
Students then flipped over each strip, and folded back the ends. They so glued the flaps with a gum stick and positioned the flaps on a piece of 8×8" white cardstock paper and pressed for 5 seconds. Students could place each strip wherever they wanted creating height by placing the flaps closer together, and then gluing on other sections on peak of previous ones. They had a lot of fun creating these fun and interesting sculptures!
Source: http://www.artwithmrsfilmore.com/2nd-grade-art-lessons/
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