Original Works: Colorful Cubs
Learning Target: I can create a realistic drawing of a bear with abstract colors and designs
First Class: The fifth graders began this lesson by looking at the artist inspiration for the project, Dean Russo. We discussed the difference between realistic vs abstract art and how the artworks of Dean Russo portray realistic drawings of animals, but have abstract colors. Since the mascot for Timnath is a Cub, the fifth graders would be using a cub for the subject of their artwork. A step by step was provided if the students needed help, but they were also able to create their own take on the drawing. After students finished their sketches, they used black markers to outline their cub and get ready for the next step. |
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Fourth Class: For the final class, the students finished any last details, and then cut out their cub. They mounted the cut out image onto black paper to make it pop and signed their names. In the end, it was fun to see Dean Russo's style taken and adapted in the students vision for their individual creation. The Art room was full of colorful Timnath Cub mascots! |
Selfie Self Portraits
Learning Target: I can create a self portrait using contour drawing and color pencils, and show either rhythm or pattern in my background
First Class: To begin this projects, the fifth graders learned about color pencil techniques. As a class we discussed burnishing, cross hatching, varied pressure, and shading. They also practiced blending colors to match their skin tone and brainstormed some ideas for their backgrounds. They completed two sketchbook handouts where they could practice these techniques they will be using in their portraits. |
Next Classes: Students then used their photographs and light boxes or the classroom windows to help them draw their selfie self portrait. They focused on outlining their main features using only contour lines. before tracing their faces, we discussed how to draw certain features accurately such as their noses and mouths to make them look more realistic. |
Next Classes:
After completing their pencil drawings, the fifth graders learned the differences between rhythm and pattern in art. We viewed the artworks of Yayoi Kusama, a Japanese contemporary artist who works primarily in sculpture and installation and is known for her repeating patterns. We watched a clip about her instillation called Infinity Mirrors where she transformed the intense repetition of her earlier paintings and works on paper into a perceptual experience.
Click here to view the clip about her installation.
After completing their pencil drawings, the fifth graders learned the differences between rhythm and pattern in art. We viewed the artworks of Yayoi Kusama, a Japanese contemporary artist who works primarily in sculpture and installation and is known for her repeating patterns. We watched a clip about her instillation called Infinity Mirrors where she transformed the intense repetition of her earlier paintings and works on paper into a perceptual experience.
Click here to view the clip about her installation.
After looking at Yayoi Kusama's artwork and looking at multiple artworks to decide if they showed rhythm or pattern, students began to work on their background.
Students then referred to their sketchbook page brainstorming ideas and choose whether they wanted to fill the space using elements of pattern, or elements or rhythm. Once their background was sketched, the students outlined their image using black marker so their contour lines would stand out. |
Next Classes:
The next stage was to begin to add color. Students now could use the colored pencil skills practiced in their sketchbook pages. Using cross hatching, burnishing, varied pressure, and shading, they began to fill in their portrait and background using colored pencils. Students were given demonstrations on how to blend and mix color pencils to try to match skin tone, as well as hair color and texture. As part of their instruction, students began to work on filling the white space of their self portrait with the correct color pencil techniques. |
Final Classes:
As students began to finish up, they filled out a self check sketchbook page to reflect on their process and determine if they felt they were finished with their artwork. The final results of the students selfie self portraits were so much fun to see and definitely showed some of the fifth graders personalities. |
Fordite and Geode Inspired Paper Pendants
learning Target: I can learn about color combinations and create a pendant using construction paper
First Class:
Prior to the first class, the students filled out a sketchbook page brainstorming the shape they may create their pendant. To begin this project, the students learned about different color combinations on the color wheel. We discussed what analogous colors were and how they fall next to each other on the color wheel. Next students created a geode using watercolor and salt for texture. Their pendant would be inspired partly by geodes, and during the project they would be able to revisit and continue to work on their geode watercolor painting. |
Second and Third Class:
The next class the students learned about Fordite Stones. These were 'stones' made from the remains of paint in the car factories. After learning about how these stones would influence our pendants the fifth graders began the first step for making their pendants. They began by choosing 25-30 different pre cut rectangles of paper and deciding on the shape they wanted to create. They began drawing and cutting their desired shape from the paper and then tracing that on the remaining papers so they were all the same. If finished early, students were encouraged to return to their geode paintings and use black, silver, or gold marker to add details |
Fourth Class: The following class, students had their finished cut pieces of paper as similar as possible. After all the shapes were cut, they ordered their colored paper how they wanted in a stack used white glue to glue each later together. Once finished they had a stack of construction paper, in their cut shape, glued together, and ready to dry for the next phase. |
Fifth and Sixth Classes:
The final classes after the students stacks of papers were dried. They were given sandpaper and shown how to sand parts of their construction paper away to begin to reveal the layers like the fordite stones. The students did a great job figuring out how to show the different layers in unique ways and had some really amazing results. Again, if they finished early they completed their geode painting with details to be displayed with their pendants.
The final classes after the students stacks of papers were dried. They were given sandpaper and shown how to sand parts of their construction paper away to begin to reveal the layers like the fordite stones. The students did a great job figuring out how to show the different layers in unique ways and had some really amazing results. Again, if they finished early they completed their geode painting with details to be displayed with their pendants.
Once each student finished their pendant they had the option to add some glitter to the top layer. Finally, the students used a notecard to show Mrs. Bello if they wanted their pendant as is, a keychain, or a necklace pendant. They drew their pendant and showed where they wanted the hole to be drilled. Once this was finished, the pendants were turned in and Mrs. Bello added a clear gloss, drilled the holes, and then fastened the keychain or necklace hardware.