I believe this is my new favorite blog. I love seeing the results of Nan's choice based art room. I would like to gradually work choice based into my art program. However, it requires becoming quite creative with space.
With some 8th grade help, we just began a group weaving center. It has just begun, but I will update the progress.
This was our first day of school project. Each student, grades 1 through 8, "doodled" their way across their own puzzle piece.
Our emphasis was on using doodling as a form of visual brainstorming. The only rule: Black marker outside the bold lines, colored marker inside the bold lines.
I wanted the statement to set the tone for the school year, approaching art as self-exploration. The exercise also serves as a good initial assessment of students abilities and comfort with creativity. It's also fun to see the developmental progression from 1st grade to 8th, left to right.
The objectives of this unit:
* Practice observation skills that are important in both art and science.
* Describe and visually represent how light affects the appearance of an object and its shadow.
* Create drawings from observation.
* Vocabulary: value, shadow, highlight
Part 1- Light Observations (You can download a lesson plan for the first part of this unit.)
In a dimmed room, student groups spent the period taking notes and sketches based on their observations of a single light source on a manikin. I left their mode of note taking open ended so that they could record their thoughts in whatever way was effective and comfortable for them. Some people think in words, some in pictures.
I loved seeing their notes at this stage. Most of the students were looking at light and shadow in a new way. The shadow was the first thing that fascinated most of them. As they looked deeper, they noticed the relationship between the distance and location of the light source to the manikin and its effect on the shadow. I had to prompt many of them to look at the actual manikin and how that looks in the light. I learned a lot from their observations- they pointed out things I never noticed.
Part 2- Proportion
Students continued with their observation of the light and manikin. This time, all students created sketches of their manikin and shadow with a focus on proportion in their drawing. I like to create an opportunity for practice in most lessons. It reenforces for the students that ALL art is part of a process of learning and that one perfect finished project is not the main goal of art.
Part 3- Individual Interpretation
Students were to take what they learned about light and proportion and take it a step further. Put it in context. Imagine a scenario for the manikin using the manikin for reference. Students needed to cooperate with their group to come up with a manikin pose that they all agreed on that could be interpreted in many ways. Example: A manikin posed with his arms up in the air could be many things- a goalie, air traffic controller, dancer, etc. Each student could interpret it in their own way.
This student focused on color for her final drawing. She brought out the warmth and glow of the light source behind the manikin. Also notice the attention to color mixing in the mostly violet shadow. She neutralized it with a combination of colors.
This student did an excellent job of taking what he learned about proportion and light and applying it to a mostly imagined form. Although he used the manikin as a model for proportion, he adjusted his character to have huge muscles and a missing limb. Using his knowledge of shadows, he adjusted the shape of the shadow as well.
I did this lesson with Kindergarten. The objective was for students to practice making many types of lines, to create shapes by combining lines (avoiding stick figures), and to explore warm and cool colors.
Part 1
I showed a photograph of an octopus. Where do they live? What are these arms called? How many are there? Can you do different things with your arms all at the same time like an octopus? as I rub my belly and pat my head. Students try the same.
Their octopuses were to be especially crazy. How many types of lines can they use in their tentacles? As a class, we brainstormed as many types of lines as we could think of- straight, wavy, zig-zag, curly, spiral, dotted, long, short, etc. On watercolor paper, students drew an octopus head. For the first leg, I guided them on the board to demonstrate how I don't just make ONE line for a leg. Each line has to come back to the head to make a shape.
Students drew the remaining 7 legs on their own. They were encouraged to try many types of lines, making their octopuses as crazy as possible.
Part 2
We started the class talking about things that were hot or warm. Fire, the sun, the stove!
What color are those things? We looked on the color wheel and pointed out the yellow, red, orange.
Using crayon students colored their Octopuses using only warm colors.
We then looked at the color wheel as we discussed the colors that come to mind when we think about the water where octopuses live. Blue, Green!
What does if feel like when you jump in the water?
Cold!
Using watercolor, students painted cool colors only for their octopuses' background.
